Young children’s classification, stereotyping and play behaviour for gender neutral and ambiguous toys

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Información de la publicación
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Investigación y estudios

Medio de publicación

Impreso: Revista de divulgación científica


Developmental intergroup theory would predict that children develop fewer or weaker stereotypes about toys that have less distinguishable gender attributes than those that are clearly associated with a gender. The purpose of this study was to investigate the role of neutral and ambiguous toys in 31 three- to five-year-old children's play behaviour and understanding about gender. Overall, children did not categorise more perceptually salient (ambiguous) toys than less distinguishable (neutral) toys to their own gender. Colour was the most frequently used reason for the toys' gender assignment. The findings also showed that with age, girls' play complexity increased linearly, whereas boys' scores did not. A play substitution scale measuring play creativity or maturity showed no gender differences. The discussion highlights the role of perceptual salience in sex-dimorphic toy preferences and behaviour and their application to educational issues. (Contains 4 tables and 3 figures.)


Cherney, Isabelle; Dempsey, Jessica

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SNIES Categoría

Developmental and Educational Psychology

Fecha de publicación 06 de octubre de 2010
Fecha de aceptación 01 de junio de 2010
Medio indexado (nombre)

Educational Psychology

Bases de datos donde está referenciada

Creighton University, Taylor y Francis

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