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Gender Development in Early Childhood
Melissa Wilkins
PSYC565_B02_202420
Liberty University
Professor Jichan Kim
2/25/2024
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Gender Development in Early Childhood
Abstract
This article seeks to summarize five empirical studies that provide a range of perspectives
on child gender development beginning at young ages. The studies, which cover different
dimensions like gender role attitudes, cognition, self-esteem, gender nonconformity, parental
communication, religiosity, and gender stereotypes, are the ones that are discussed here. The
outcomes emphasize discernment of the intricate web between the individual, interpersonal, and
social factors that contribute greatly to the shaping of gender-related thoughts and behaviors
from the early stages of life. Before the actual division of work based on gender, interventions
that remind us we are stereotypical and exhibit, critical thinking will be essential to create
equality and holistic development. On the other hand, research is needed to say that the process
of gender development is complex, and there are very effective measures for promoting gender
diversity and inclusion in early childhood.
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Introduction
Human developmental psychology is a scientific field that is essentially aimed at the
study of complexities of human growth and development during the different developmental
stages of life. Empirical research is the key factor that helps to give the answers referencing the
evidence to various problems of the development. This project brings to the fore the aspect of
using empirical literature for critical analysis of a particular developmental issue at a certain
stage of life. We will be investigating the human development processes by selecting an area of
interest and using a particular developmental stage to learn more through research. This
assignment will be a review paper based on five studies from peer-reviewed sources, which will
present a comprehensive analysis of one aspect of the chosen domain by focusing on the factors
that contribute to developmental trajectories and the resulting implications. This implies that
evidence-based practice, which is widely accepted, as well as continuous investment in research,
is tied to gaining new knowledge of human development.
Study 1: Development of Gender Role Attitudes During Adolescence by Ullrich et al. (2022)
The long-time frame for Ullrich et al. 2022 study enabled the researcher to monitor the
formation of gender attitudes from early adolescence to emerging adulthood, which is quite
beneficial in understanding the progress of attitudes over the period in question. We used the
survey that covered at least two waves in data analysis and collection to have a valid and
completed project. Through gender role attitudes, socioeconomic status, and cognitive processes,
the study examines the whole array of factors that could affect one's attitudinal development.
These data present us with evidence for a gradual change in the attitudes to being progressive
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among adolescents. By the way, it has been found there are almost the same attitudes among the
two sexes, which indicates the trend toward less gender divergence in attitude development.
Furthermore, the strong relationship between lower intelligence levels and an egalitarian
approach contradicts the previously held assumptions about the role of cognitive abilities in
shaping opinions (Ullrich et al., 2022). They have, therefore, major importance for making
gender equality interventions and those who change gender stereotypes. Understanding how
gender role perception among youth develops over time, the best interventions during
adolescence are designed to encourage more equal roles. Moreover, the role of cognitive
capabilities in attitude formation puts the importance of programs for critical thinking and
dissolving gender stereotypes from the beginning of their educational life.
Study 2: Relationships Among Cognitive Ability, Self-Concept, and Self-Esteem in Gifted
Children by Papadopoulos (2021).
The cross-sectional design of Papadopoulos (2021) study resulted in valuable information
about the connections between the cognitive ability, self-concept, and self-esteem of gifted
children aged approximately 5-6 years old. Through sampling 108 gifted subjects, the
investigation made the participant selection more inclusive regarding the intellectual abilities of
the population. Surveys and assessments can be used to determine the level of IQ, cognition, and
self-esteem domains. A comprehensive study will help to know the factors that influence self-
esteem in gifted children (Papadopoulos, 2021). The results of this research emphasize the
significance of cognitive proficiency, in-class performance, and mothers' attitudes in the
formation of self-esteem in gifted children. The presence of a positive relation among these
factors creates a perplexing picture that child cognition, self-knowing, and self-value play a role
in self-esteem as early as childhood.
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On the other hand, the findings with regard to gender differences in self-esteem and self-
concept also confirm the importance of gender-sensitive interventions for the fuller development
of gifted children. The outcomes of the research are crucial for people who teach or interact with
gifted children. Understanding that cognitive skills, self-image, and perception of parents are
some of the factors influencing self-esteem in gifted children makes it possible to identify
methods aimed at elevation of self-assessment and all-around development among this group.
Besides that, it also includes stereotypical approaches that are gender-insensitive and involve
advancing traditional gender norms and gender equality from an early age.
Study 3: Impact of Gender Nonconformity on Psychological Well-Being in Children by
MacMullin et al. (2021).
The community-based sample for this study provided us with valuable data about the
relationship between girls'/boys' nonconforming behaviors (GNC) and their psychological well-
being in children aged 6–12 years. The study benefited from recruiting a diverse sample of 1719
children, which helped capture gender variations within the population. Employing parent-
reported measurements of GNC, behavior/emotional issues, and peer relations gave a chance for
multifactorial exploration of the psychosocial sphere impacting the psychological wellness of
gender-nonconforming children. This study has shown a strong connection between these
adversities and the behavioral and emotional problems that kids face. Besides, the cooperative
and directing effects of ineffective peer relationships and gender-biased parenting attitudes
highlight a complex, intricate relationship among the individual, interpersonal, and cultural
elements determining the psychological outcomes of gender-nonconforming children
(MacMullin et al., 2021). These outcomes demonstrate that we need to tackle outdated and
gender-based norms because we need environments that are safe and supportive and offer gender
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diversity and inclusion. The outcomes will have significant issues for the teachers, practitioners,
and authorities responsible for the children's sexuality. The realization of GNC on psychic health
emphasizes the targeting of behavioral interventions, which aim to support the child's
relationships with peers, challenge gender-oriented stereotypes, and develop resilience against
these social engagements. Also, we need to establish an inclusive and affirming environment in
schools and communities in order to facilitate the psychological well-being and social integration
of gender-nonconforming kids.
Study 4: Religiosity, Gender Talk, and Children's Gender Attitudes by de Vries et al.
(2022).
The study was conducted by de Vries et al. (2022) with a sample size of 134 families
having kids within the age range of 4-6 years to look into the relationship between public
religiosity and a child's gender attitude being influenced by gender conversation. Therefore, the
study has used two different observations: the parental gender talk during a discussion on gender
stereotypes is the same as children's gender attitude assessment. Consequently, this has brought
some important information discussing the role of religiosity and parental communication in
shaping children's gender attitudes (de Vries et al., 2022). The research reveals a relationship
between parents' religiosity rating and their kids' gender perspectives, implying that they are the
most stereotypically and gender-coded in their attitudes. The data that the higher the talk about
gender, the stronger the perspective towards gender by children is a good argument that fathers
have the highest impact on child development. It specifies that when finding a way of
understanding gender development, girls' and boys' religion and culture, together with the way
they are raised, should be taken into consideration. This evidence is the most crucial not only for
the educators but also for the professionals who are in charge of policy making. Their field of
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expertise might focus on families or children from any cultural background around the world.
Realizing the influence of parents' religiosity and conversation about gender deepens the demand
for culturally suitable interventions, which reflect the vision of gender equality and the attitudes
or behaviors that disapprove of traditional gender ideologies. In support of that, Father's
participation in parenting programs to secure gender equality among children is another crucial
factor for positive gender development.
Study 5: Gender Stereotyping and Sanctioning in Preschoolers by Skočajić et al. (2020)
The Skočajić et al. (2020) study dealt with the issue of gender stereotyping and
sanctioning behavior in preschool-aged 3-4 and 6-7 years through a two-task approach. The
paper surveyed preschoolers, who were the young as well as the old boys and girls, in how
gender stereotypes and sanctioning behaviors are formed during the early childhood years.
Research shows that children as young as 3 to 4 years old are widely spread and constantly
affected by gender stereotypes, which are an evitable thing. So they get stereotyping behaviors to
manifest in their plays (Skočajić et al., 2020). Besides, the degree of stereotyping and social
sanction, which are typical to this age group, also has an objective of ensuring that such beliefs
last for a long time. Such findings would disseminate the early interventions geared toward
reshaping outdated gender roles and promoting gender supremacy from the very start of life.
Therefore, these transitions indicate that teachers, employees, administrators of social programs,
and others in contact with early childhood youth should respond and react to such information. It
is no less important to see that the gender stereotypes come out very early in life. In the same
way, interventions into our traditional gender norms should be implemented by teaching the
children critical thinking and ensuring that they can challenge any gender norm that is not in
alignment with the present. On the other hand, the prohibition of gender misbehavior in
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preschoolers requires the creation of such an environment in the community that is built on
acceptance of others and allows everyone’s innate self-expression.
Conclusion
In summary, the analysis of these reports has indicated an increased significance of
gender development in early childhood understanding. Data thus shows that the strange web of
private, interpersonal, and public factors appears already outlined as you go through this process.
The study on the role of cognitive skills, parental attitudes, peer relationships, and social
structures on gender awareness helps in the building of social equality by raising the overall
wellness of children. However, since the issue is complicated to solve, we require more
investigation to help us understand the nature of gender development and to make society more
aware of the existence of gender inequalities and proper interventions to change the common
stereotypes in society.
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References
de Vries, E. E., van der Pol, L. D., Toshkov, D. D., Groeneveld, M. G., & Mesman, J. (2022).
Fathers, faith, and family gender messages: Are religiosity and gender talk related to
children's gender attitudes and preferences?KEarly Childhood Research Quarterly,K59, 21-
31. https://doi.org/10.1016/j.ecresq.2021.10.002
MacMullin, L. N., Bokeloh, L. M., Nabbijohn, A. N., Santarossa, A., van der Miesen, A. I.,
Peragine, D. E., & VanderLaan, D. P. (2021). Examining the relation between gender
nonconformity and psychological well-being in children: The roles of peers and
parents.KArchives of sexual behavior,K50, 823-841. https://doi.org/10.1007/s10508-020-
01832-6
Papadopoulos, D. (2021). Examining the relationships among cognitive ability, domain-specific
self-concept, and behavioral self-esteem of gifted children aged 5–6 years: A cross-
sectional Study.KBehavioral Sciences,K11(7), 93. https://doi.org/10.3390/bs11070093
Skočajić, M. M., Radosavljević, J. G., Okičić, M. G., Janković, I. O., & Žeželj, I. L. (2020).
Boys just don’t! Gender stereotyping and sanctioning of counter-stereotypical behavior in
preschoolers. Sex Roles, 82, 163-172. https://doi.org/10.1007/s11199-019-01051-x
