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1.
34 children were observed in infant play groups. 2 sets of infant behaviors were coded: assertive acts and attempts to communicate with adults. No sex differences were observed at 13 to 14 months in any of these behaviors. However, adults attended to girls' assertive behaviors far less of the time than to boys' assertive behaviors. They attended more to girls' less intense communication attempts and to boys' more intense attempts. When 29 of the same children were observed in toddler play groups no more than 11 months later, there were sex differences in behavior. Boys were more assertive; girls talked to teachers more. Teachers no longer differentiated their responses to boys and girls. Peers reacted more to boys' assertive behavior than to girls.' We hypothesized that caregivers may use stereotypes to guide their reactions to infants because infant behavior is ambiguous. For the toddlers, behavior had become more defined, and caregivers reacted to the behaviors. By using the sex stereotype to guide their reactions to younger children, the caregivers may have perpetuated the stereotype. 相似文献
2.
Although a number of studies document the fact that adult males interrupt females more often than females interrupt males, less is known about whether this behavior is also true of younger boys and girls. This study examined some aspects of dominant-submissive sex role behavior in preschool children and their teachers during conversation at the snack table. It asked whether there was any difference in the number of times girls and boys interrupted their teacher, and whether there was any difference in the number of times the teacher interrupted boys or girls. In succeeding observations, researchers investigated whether girls or boys were assigned the privilege of passing snack more frequently.In Investigation 1 nine boys and nine girls, 4 years of age, were observed talking with a variety of student teachers in a naturalistic snack setting, and checklists were kept of the number of teacher-child, child-teacher interruptions during conversation. In Investigation 2, tallies were kept of the number of times boys and girls assumed the dominant roles of distributing snacks and snack materials.Results indicted that during conversation, boys interrupted their teachers more frequently than the girls did (p > .03). Teachers interrupted girls more frequently than they interrupted boys (p > .02). No significant differences were found in the frequency of participation by boys or girls in passing snack. Results are discussed in relation to the teacher's role in teaching dominant-submissive sex role behaviors to children. 相似文献
3.
Erzsebet Nemeth 《Educational studies》1999,25(3):297-310
In this series of studies the author examined the achievement and interest of 226 first-grade pupils (6-7 years old) in performing a task and the changes in achievement and interest interventions, including various rewards. The children's task was to put a circle round the differences on the drawings they were given. The task was the same for all the children, but they were divided into four groups in respect of reward: Group 1 = not rewarded, Group 2 = rewarded by token, Group 3 = rewarded by a 'lucky dip' (contingent, salient, tangible reward), Group 4 = rewarded by public achievement feedback. After completing the first task, the children could choose whether to go to play in the school-yard or to ask for another similar exercise. The degree of intrinsic motivation is shown by the spontaneous activities performed without any rewards. The achievement was the number of correctly identified details in the first task. The results showed that in Groups 3 and 4 the intrinsic motivation was significantly reduced, while the quantitative indices of achievement rose. The series of experiments revealed gender differences: public feedback on achievement brought about a significant increase in achievement in both boys and girls, while, if feedback was withdrawn, the boys lost interest in the task significantly more than the girls. The author interprets this as being due to the greater social inclination and empathy typical of females, in contrast with males' typically greater inclination towards facts and higher motivation to achieve. 相似文献
4.
王文 《内蒙古师范大学学报(哲学社会科学版)》2011,40(2):135-138
为了考察小学生社会性适应的性别差异,研究选取小学二至六年级的儿童作为被试。采用修订的班级戏剧问卷和同伴提名法对儿童的积极社会行为、攻击冒犯行为、敏感退缩行为、师生关系和同伴接纳程度进行评定。结果发现：在社会行为上,女生表现出更多的积极社会行为和敏感退缩行为,男生则表现出较多的攻击冒犯行为。在师生关系上,女生更容易与教师建立亲密的关系,男生更易与教师建立冲突和依赖的关系。在同伴接纳上,女生受欢迎程度更高、男生受拒绝程度更高。 相似文献
5.
本研究选取长春市8所学校的1 527名大、中、小学生为被试,通过自编问卷（性别观念调查问卷）对他们在学校领域、家庭领域、职业领域的性别平等意识进行了调查。结果表明：（1）在发展趋势上,小学生性别平等意识较低,中学阶段性别平等意识有所提高,但在大学阶段又重现下降趋势;（2）在性别差异方面,在各学段女生的性别平等意识显著高于男生,女生性别平等意识初中阶段最强,男生性别平等意识高中阶段最强;（3）在不同领域中,被试在职业领域的性别平等意识最低,家庭和学校领域的性别平等意识显著高于职业领域。根据研究结果,对性别平等教育提出了建议,指出小学和大学阶段是性别平等教育的重要时期,男生群体尤其需要性别平等意识的教育,职业领域的性别平等问题应成为教育重点。 相似文献
6.
We tested the hypothesis that 4 - 5-year-old girls and boys in same-sex problem-solving groups would perform equally well when the group task required various cooperative and self-serving behaviors to obtain a resource. The hypothesis that girls and boys would employ different behaviors to obtain the resource was also tested. 20 same-sex, same-age groups of 4 children each (10 groups of girls and 10 groups of boys) were videotaped while solving a problem involving a cartoon movie as a resource. 1 child could view the movie provided 2 other children helped, 1 to turn a crank and 1 to push a light button; the fourth child was relegated to a bystander position. Results revealed that girls and boys were equally effective in achieving viewing time; gender variance in viewing time was significantly greater for girls than for boys; girls and boys did not differ in total behavioral output, but girls tended to use more verbal behavior than boys and boys engaged in significantly more physical behavior than girls; affect in boy groups was more positive than in girl groups; girls who achieved the most viewing time within their group differed behaviorally from girls who achieved the least viewing time, but did not differ behaviorally from boys; boys who achieved the most viewing time did not differ behaviorally from boys who achieved the least viewing time. 相似文献
7.
We hypothesized that girls with congenital adrenal hyperplasia (CAH), who experience higher than normal levels of androgens prenatally, would show masculinization of behaviors that show sex differences. Therefore, we examined rough-and-tumble play and sex of preferred playmates in 3–8-year-old children with CAH and in unaffected 3–8-year-old male and female relatives. The hypothesized sex differences in rough-and-tumble play were seen, with unaffected boys showing more rough-and-tumble play than unaffected girls. However, CAH girls were similar to unaffected girls. Additionally, CAH boys showed reduced rough-and-tumble play. In contrast, sex of preferred playmates showed the hypothesized pattern of results. There were sex differences, with unaffected boys preferring boys and unaffected girls preferring girls. In addition, the preferences of girls with CAH were masculinized compared to those of unaffected girls. Results are discussed in terms of possible influences of social, hormonal, and illness factors. 相似文献
8.
OBJECTIVE: The purpose of the present research was to explore the sexual behaviors of 2- to 7-year-old children through reports of day-care personnel. An overall aim of this exploratory study was to provide information about the frequencies of child sexual behaviors. Also, the aim was to explore any age and gender differences. METHOD: A representative sample of 364 Finnish children not screened for developmental delay, sexual abuse history or psychiatric problems (181 girls and 183 boys) in 190 day-care centers were studied using the "Day-Care Sexuality Questionnaire" (DCSQ), with 244 sexual and other behavior items. RESULTS: Age influenced more the extent of the 244 sexual behaviors of boys than of girls. In sexual behaviors increasing with age, girls showed behaviors with a more social character, whereas boys showed more explorative and information-seeking behaviors. Girls had a higher frequency of domestic and gender role exploring behaviors, whereas the boys tended to engage in explorative acting and information-seeking behaviors. CONCLUSIONS: The results suggest that child sexual behavior reported by day-care personnel may provide useful information about the development of children's sexuality. Implications for sexual abuse investigations were discussed. 相似文献
9.
Alan I. Sugawara Linda M. Burt Thanitthar P. Ruder 《Journal of Early Childhood Teacher Education》2013,34(1):107-117
The interactions of 67 early childhood preservice teachers with International and U.S. preschool children in structured story time and unstructured table activities were videotaped and analyzed. Overall, preservice teachers displayed significantly more facilitative (e.g., ego boosting, teaching, questioning, and attending) than nonfacilitative (e.g., commanding, negatively responding, ignoring, and physical restraint) behaviors toward children. However, analyses of data relative to different ethnicity, gender, and activity type groups also revealed preservice teachers were relating to children in differential ways. Preservice teachers displayed significantly less facilitative and more nonfacilitative behaviors toward International children than U.S. children. In addition, preservice teacher‐child interactions with International children were rated as less positive and more negative than their interactions with U.S. children. Still also, preservice teachers displayed significantly less facilitative and less nonfacilitative behaviors toward girls than toward boys. Furthermore, preservice teacher‐child interactions with girls were rated as significantly less positive and less negative than with boys. Finally, preservice teachers displayed significantly more nonfacilitative behaviors toward children in structured story time activities than in unstructured table activities. 相似文献
10.
《Early education and development》2013,24(1):139-153
The present study examined how child care teachers' socialization practices and child characteristics jointly predict children's sympathetic-prosocial responding. A total of 25 teachers of 105 five-year-old children were observed during free play with regard to their warmth, non-directiveness and passivity-activity. The children's reactions to distress simulations in two different situations were observed. The children's inhibition and aggression were rated by teachers and parents. More compassionate behavior was shown by girls as compared to boys and by children in classes with warmer teachers; inhibited children showed tendentially less sympathetic-prosocial reactions than non-inhibited children. Furthermore, girls who showed sympathetic-prosocial reactions were rated as more aggressive than girls who did not, and boys who showed sympathetic-prosocial behavior as compared to those who did not were in classes with warmer teachers. The data suggest that child characteristics as well as socialization practices play an important role in children's interpersonal functioning. Among the teacher variables, their ability to interact in a warm, affectionate way is of central importance for the development of emotional competence in children. 相似文献
11.
Mechthild Schåfer Peter K. Smith 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):173-181
A sample of 30 teachers were given a questionnaire about how they viewed the relationship between playful fighting and real fighting. In addition, these teachers and 20 children aged five to seven were shown a videofilm of 20 fighting episodes, some playful and some real, and asked to make judgements about them; the responses of teachers and children were compared. Teachers reported difficulty in distinguishing playful from real fighting for about one‐third of occasions ‐ sometimes due to false information from children, and sometimes due to missing the whole of a complex sequence. They also thought that play fighting was about twice as frequent as real fighting, with both much more frequent in boys than girls; and that nearly one‐third of play fighting episodes would turn into real fighting (more often for boys than girls). The video analysis showed that the teachers tended to agree with children about the nature of episodes, but verbally reported a wider range of cues in making their judgements. Results are discussed in terms of some apparent areas of disagreement between teachers, children and outside observers concerning the relative frequency of playful and real fights, and the likelihood of the former turning into the latter. 相似文献
12.
Teachers’ racialized interpretations of students’ behaviors likely lead to the racial disparities found in discipline across all education levels (Skiba et al., 2011). To explore how four types of teachers’ racial inequity beliefs (i.e., post-racial, American Dream, cultural deficit, schooling inequity) may be associated with teachers’ racialized interpretations of Black and White boys’ behaviors (i.e., hostility, emotionality, behavioral stability, and seriousness), a sample of 228 teachers in the United States filled out the Racism and Inequity Beliefs (RIB) Questionnaire and observed videotapes of six boys potentially misbehaving in school. Teachers’ cultural deficit beliefs uniquely predicted teachers’ negative perceptions of Black boys’ behaviors, with little to no impact on their perceptions of White boys’ behaviors. Specifically, teachers holding more cultural deficit beliefs perceived the Black boys’ behaviors as relatively more hostile, more representative of a behavioral pattern, and more serious compared to teachers who held fewer cultural deficit beliefs, and compared to their judgments of White boys’ behaviors. American Dream beliefs were also uniquely associated with assessments of Black boys’ behavior as more serious, without impact on White boys’ behavior. These results suggest the application of inequitable judgments of boys’ behaviors based on teachers’ racial inequity beliefs and boys’ identifiable race. 相似文献
13.
Virginia Smith Harvey 《Psychology in the schools》1991,28(3):209-218
This study compared characteristics of 114 elementary school children of average intelligence who had been referred for psychological services with 120 children of average intelligence who had not been referred. Variables included, sex, relative age, race, socioeconomic status, familial stability, achievement test scores, and intraschool factors. At the primary level, significant differences were found between the groups in terms of sex and relative age. Boys were referred 4 times as frequently as girls, and 16 times as many boys within the relatively youngest group were referred as girls within the oldest group. The total groups were successfully discriminated using math achievement, sex, race, and father of the same name in the household. The variables that best discriminated the primary level groups included sex, relative age, father with the same name in the household, and having attended the same school the previous year. Implications and possible preventative measures are discussed. 相似文献
14.
15.
To examine differential socialization of boys and girls by mothers and fathers, home observations were completed for families of 92 12-month-old children, 82 18-month-old children, and 172 5-year-old children. Mothers gave more instructions and directions than did fathers, while fathers spent more time in positive play interaction. Differences in parents' reactions to 12- and 18-month boys and girls were as expected, with the exception that boys received more negative comment for communication attempts than did girls. The suggestion in the literature that fathers would be more involved in sex typing than mothers was not confirmed in this study. The only 2 significant sex-of-parent x sex-of-child effects occurred at 18 months; fathers gave fewer positive reactions to boys engaging in female-typical toy play, and mothers gave more instruction to girls when they attempted to communicate. We argue that the second year of life is the time when children are learning many new skills and when parents are still experimenting with parenting styles and may well use stereotypical responses when unsure of themselves. 相似文献
16.
Deborah A. Cohn 《Child development》1990,61(1):152-162
89 children and their mothers participated in a study examining the association between attachment and peer social competence. During the summer following kindergarten, quality of attachment was assessed from reunion episodes following a 1-hour separation. In the fall, measures of sociometric status, peer behavior nominations, and peer liking ratings were collected. Teachers completed liking ratings and ratings of behavior problems and competence. Consistent with longitudinal studies of infant attachment and peer relations, insecurely attached boys were less well liked by peers and teachers, were perceived as more aggressive by classmates, and were rated by teachers as less competent and as having more behavior problems than were their secure counterparts. No such associations emerged for girls. Possible explanations for unanticipated differences in the pattern of results for boys and girls are discussed. 相似文献
17.
Jutta Kienbaum 《Early education and development》2001,12(1):139-153
The present study examined how child care teachers' socialization practices and child characteristics jointly predict children's sympathetic-prosocial responding. A total of 25 teachers of 105 five-year-old children were observed during free play with regard to their warmth, non-directiveness and passivity-activity. The children's reactions to distress simulations in two different situations were observed. The children's inhibition and aggression were rated by teachers and parents. More compassionate behavior was shown by girls as compared to boys and by children in classes with warmer teachers; inhibited children showed tendentially less sympathetic-prosocial reactions than non-inhibited children. Furthermore, girls who showed sympathetic-prosocial reactions were rated as more aggressive than girls who did not, and boys who showed sympathetic-prosocial behavior as compared to those who did not were in classes with warmer teachers. The data suggest that child characteristics as well as socialization practices play an important role in children's interpersonal functioning. Among the teacher variables, their ability to interact in a warm, affectionate way is of central importance for the development of emotional competence in children. 相似文献
18.
Participants were 45 mostly African-American or Latino young children (25 boys, 20 girls, mean age = 56.4 months), with about half recruited from a mental health facility and half from preschool settings. Children were administered two separate interviews examining their affectively-charged moral narratives regarding acts of victimization (Moral MSSB) and their attachment-related narratives (SAT). In addition, children's teachers or therapists completed assessments of the attachment-like aspects of their relationships with children (STRS), and a measure of children's behavior problems and competencies (C-TRF). Overall, after controlling for child age, gender, SES, and expressive language ability, children with more externalizing problems were more likely to describe aggressive themes, and less likely to mention adult aid or taking responsibility for transgressions in their moral narratives. In addition, more positive attachments (both the SAT and STRS) were associated with fewer externalizing problems. More than half of the total variance in children's externalizing scores could be predicted from a combination of the attachment and Moral MSSB variables. These findings have implications for understanding the affective origins of young children's externalizing behavior problems involving both peers and adults. 相似文献
19.
Hermundur Sigmundsson Marianne StØlan Rostoft 《Scandinavian Journal of Educational Research》2013,57(4):451-459
This study set out to explore motor competence in 4-year-old children. This age group has not been previously tested in Norway. Ninety-one 4-year-old children from ten nursery schools were tested using the Movement ABC test. The most striking finding was that only one out of 91 children would be classified as clumsy within the fifth percentile of the USA norms, with seven children being 'borderline'. The study also showed that out of the eight children failing in the motor impaired and borderline groups, seven were boys. Clear sex differences were also apparent in the development of motor skills. On the total scores and in the two of three sections (manual dexterity and balance) boys were significantly worse than girls. There were no significant differences between the sexes with respect to ball skills competence. 相似文献
20.
This study examined whether male students dominated classroom interactions in home economics lessons and whether other classroom processes sustained gender divisions in this subject in two Form I and two Form II classes in two schools. The sample included two female home economics teachers and all the students in the four classes (34 boys and 31 girls). Data were collected during five 60‐minute observation sessions in each class (inter‐observer reliability reached 94%) and structured interviews with both teachers and 24 students (three boys and three girls from each class). Statistically significant (p < 0.001) differences were found in the number of times students were helped by the teachers (boys received 76% of teachers’ help) and in the number of reprimands they received (boys received 87%). Boys and girls received a comparable amount of praise but boys received a greater amount of interaction in all other categories (direction of teacher questions, choice of students to answer questions, call‐outs and calling students by name) although these differences were not statistically significant. There were major individual differences between students of the same sex in all the categories. More boys (19) than girls (seven) were high participants in different classroom processes. Most of the students in mixed‐gender kitchenettes co‐operated in cleaning up. Teachers expected the same standard of work from all the students but they allotted more special jobs to girls. 相似文献