1. Starter 1- whiteboards Outline the difference between Gender Stability
Gender consistency
(3 marks)

2. Today Evaluate Gender Consistency and Gender Schema theories of Gender
Evaluate the Cognitive approach to Gender
Compare and Evaluate three approaches in Psychology (to gender)
Complete a revision quiz on Gender topics so far

3. Plan the following on the wall boards
Use bullet points
Describe and evaluate Kohlberg’s explanation of gender development (16 marks)

4. Sample answers Mark the exam questions out of sixteen
Describe and evaluate Kohlberg’s explanation of gender development (16 marks)
A01- 6
A03- 10

5. Examiners
“Most students were able to outline the stages but to get top band they needed to discuss processes or concepts such as stage theory/maturation” “ Students struggle to explain the difference between gender development theory and gender schema”

6. Schemas- Discuss What are they? Why are they useful?
Why are they problematic?
How do they link to Gender?

7. How is Gender Schema different from kohlberg?
Suggests children are motivated at a younger age
Gender identity at three triggers children then searching for schema to make sense of gender
Children do not need to have the concept of gender being permanent to develop gender identity

8. Martin, Eisenbud & Rose (1995)
Boys played with toys they were told were for boys Girls played with toys they were told were for girls How does this support Gender Schema Theory? Read Eisenbrg et al (1982)- Why is this problematic?

9. Starter
Outline on the whiteboards what the Gender Schema theory challenges in the Gender Consistency theory

10. Today Evaluate Gender Consistency and Gender Schema theories of Gender
Evaluate the Cognitive approach to Gender
Compare and Evaluate three approaches in Psychology (to gender)
Complete a revision quiz on Gender topics so far

11. IDA-nature/nurture
Gender schema theory is largely _______ but there is an element of ________ here.
________plays a part in shaping what goes into a child’s schemas for instance observing and learning that pink is for girls and blue is for boys or that girls play with dolls and boys with cars. This is purely a product of the _____________and it could and does easily change from culture to culture and over _______for instance _______was a boys colour in Victorian England until the early 1900’s. The _______part is that the need and development of schema’s cognitively is innate and we all have them and they develop in children as the brain develops.
The interaction of nature and nurture here can explain differences around the world but also ____________in gender development and gives __________to the theory. It can be argued however that it ignores other explanations such as ____________ and more heavily biological explanations of gender which could mean it is limited in its approach.
Strength Evolutionary Nurturex2 Naturex2 Pink Environment similarities time

12. Evaluation continued
Cognitive approach- Acknowledges that cognition plays a role in gender development – this is often ignored in other explanations e.g. biological and biosocial.
Cognitive approach- General problems with measuring cognition- RESEARCH
Gender Schema- has a more flexible explanation of gender development than G.C.T and is supported by a wealth of research.
Useful - Fruitful support for why stereotypes exist
Useful- Important implications- can inform policy to challenge stereotypes
Still missing- Difficulties in explaining individual differences (especially if they are exposed to similar information) - not all children conform to gender specific behaviour.

13. Approaches table- Evaluation
Group 1 Biological
Group 2 Cognitive
Group 3 Social
Fill in the table and complete an IdA paragraph on your approach to gender

14. Quiz

15. DIRT and essay feedback on first lesson next week
Homework
Read the Social Powerpoint (Psych 205)
Teacher pages> Sam > A2> Homework
Complete information in packs on social explanations of Gender
Monday
DIRT and essay feedback on first lesson next week