How Does Gender Typing Affect Children
Gender Typing Gender typing has many effects on a child and its attitudes towards gender later in life. If children are taught something while being brought up and observing, chances are they’re going to take that with them for the rest of their life and be biased towards things and how they perceive others. It could also have a negative impact on what children believe what’s acceptable; things to play with such as different toys and colors for different sexes. “According to social learning theory, sex typing results, in part, from children 's attempts to imitate behavior that they have discerned to be appropriate for their sex (Bandura, 1969; Mischel, 1970)” (Perry). Basically children determine what’s acceptable for them by watching same sex.
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It’s clear that they don’t want them to play with them because they make a stereotype for which sex should be able to play with what because of the role of what the sex play based on society. “Children aged around 4 to 5 years have been shown to possess very strong gender stereotypes (e.g., Martin, 1989; Urberg, 1982). For example, Martin (1989) found that children of this age are unable to take into account counter stereotypical information when making judgments about people’s toy preferences. Thus even if a girl is said to like playing with cars, 4- to 6-years-olds will still insist that she would prefer to play with dolls than with aeroplanes. In contrast, older children are able to make judgments that take into account the countereotypical information” (Benerjee). There is a message and children definitely take this message with them into teenager years and later in life. So basically there could be a generation after generation effect on toy
It’s clear that they don’t want them to play with them because they make a stereotype for which sex should be able to play with what because of the role of what the sex play based on society. “Children aged around 4 to 5 years have been shown to possess very strong gender stereotypes (e.g., Martin, 1989; Urberg, 1982). For example, Martin (1989) found that children of this age are unable to take into account counter stereotypical information when making judgments about people’s toy preferences. Thus even if a girl is said to like playing with cars, 4- to 6-years-olds will still insist that she would prefer to play with dolls than with aeroplanes. In contrast, older children are able to make judgments that take into account the countereotypical information” (Benerjee). There is a message and children definitely take this message with them into teenager years and later in life. So basically there could be a generation after generation effect on toy