The aim of this experiment was to see whether children choose Gender Appropriate Toys. This was done by choosing a group of pre-school children, and asking them to choose one toy from a choice of two. It was predicted that the experiment would produce results similar to those obtained from experiments. Therefore children would choose toys suitable to their gender. The results obtained prove this to be correct. The children did choose toys in favour of their gender. This can be clearly seen from the nominal data using the Chi square test that was performed at the 0.01 significance level. This shows that it was a very significant result and therefore it can be conclude that the experimental hypothesis was retained and the null hypothesis was rejected.
Gender stereotype and Gender differences Over the years it has been found that there are differences between boys and girls in their behaviour. Whether this is nature or nurture is debatable. There are differences in aggression, verbal ability, spatial ability and mathematical ability. These activities tend to be stereotyped. Girls are supposed to be less aggressive than boys but more emotional and loving (Rathus, 1990). These gender differences must be learned in some way to give the sexes their gender identity. This must happen at an early age, as boys appear to prefer gender specific toys even when little.
Social learning theory Social learning theory explains that girls and boys are treated differently by their parents and so behave differently. As Parents we all unconsciously behave how we are expected to. Parents decorate their Childs room according to their sex. When buying toys for their children they tend to buy for his, her nurture. Fathers tend to reinforce stereotypical behaviour (Maccoby 1990) more than mothers, who nurture their infants equally (Quiery 1998). Dads praise their sons more for there achievements and positively reinforce behaviours that show their independences and emotional control. Dads will play and handle their son’s rougher, than they would with their daughters. Girls are encouraged to enjoy cuddly things such as dolls that can be dressed and undressed. Boys will be encouraged to play with guns and cars.
By observing what others are doing children learn appropriate behaviour for their sex (Bandura 1977). Boys shouldn’t cry if they get hurt and can play rough games but girls are encouraged to show their emotional side (Block 1979). SLT says this doesn’t just come from the home but also comes from watching television. Observational learning Observational learning shows boys and girls what they should be doing. Boys are allowed to be more aggressive towards others, but this is seen as inappropriate for a girl and intervention happens earlier (Huston 1983). Children often imitate behaviour for which neither they, nor their role models have been rewarded.
Gender schematic theory Gender schematic processing theory, differs from SLT. It assumes that gender identity alone can provide children with motivation to assume sex typed behaviour. At about aged three children become aware of what sex they are (Ruble, 1984). Children can then learn the appropriate behaviour by observation as with SLT, but how they interpret that information causes the differences.
Boys realise that showing physical strength is looked upon as being good for them and so they behave in a way to show this off. Girls realise that gentleness and neatness are what others see as being important. Therefore they behave in this way to show delicateness about them (Rathus,1990). This leads into the aim of the practical, which is to investigate the theory of gender-stereotyped toys.