Assess sociological explanations of gender differences in education (20 marks) Exams results for GCSE and A level have shown that girls are doing better than boys even in the traditional male subjects like maths and science, although boys are slightly improving, they are not improving as fast as girls are and this is dues to many external and internal factors. An external factor of why girls are achieving better than boys in education is because there is now changes in the attitudes, ambitions and roles of females in society. Sue Sharpe’s (1994) did a study on working class girls in the 1970’s and found that girls main priorities were love, marriage and family. She then did the study again in 1990’s and found that attitudes of females have changed as girls now believe a career and being independent is important. Sharpe’s believe this could be because of the changing attitudes of society in general towards women and the impact of feminism.
Kohlberg related many of these ideas to gender development. Kohlberg believed that children actively structure their own experiences, rather than passive learning through observing and imitating. According to his theory, children acquire understanding of gender in three stages. The first stage is gender labelling (2-3.5 years). At this stage children label themselves and others as girl or boy, but this is based only on outward appearance.
We read the article “Spice Girls,” “Nice Girls,” “Girlies,” and “Tomboys”: Gender Discourses, Girls’ Cultures, and Femininities in the Primary Classroom and discussed the subgroups that girls have at school. There were four groups: spice girls, nice girls, girlies and tomboys. Each group has their own culture. The spice girls are perceived to have power by acting negatively towards the other groups. The girlies were interested in jewelry, fashion and other stereotypical feminine items.
Discuss the significance of Gender in children’s daily lives with reference to processes of gender socialisation. It is generally accepted in society today that early gender socialisation is the most relevant issue in early childhood, affecting both boys and girls. Early gender socialisation lays the foundations for stereotypes in gender roles. Gender role stereotypes are present and produce negative effects, especially for women. Gender roles are the behaviours that society teach us as appropriate for boys and girls.
Child Care Choice: Using Piaget and Erikson Stages of Development Kaplan University The choice of child care for Tyree’s parents to make for her best interest is Child Care A. Though Child Care A is more expensive than B, it provides a much more interactive and attentive environment, which is important for Tyree’s development. If we look at Erikson’s approach on psychological development- the first three stages (birth- six years old) – and Piaget’s approach-sensorimotor stage and preoperational stage- Child Care A fulfills the needs of this age group over Child Care B. Erikson’s first stage of psychological development is basic trust versus mistrust (birth to one year); in this stage the infants are in need of consistency and reliability from their caregivers in order to develop trust. Child Care A provides much attention to each individual child, speaking to them throughout the day, remaining consist in the schedule, and physical interactions with the children, giving the infant a sense of trust in the dependability of these caregivers. Initiative versus guilt, Erikson’s second stage (one to three years), is the stage where children being to explore and make choices, teaching them self-control.
Can parts of gender stereotype be biological? Can we link this to how children develop the ability to communicate and how they use it at a young age? There are many researchers discussing whether language acquisition between men and women are indeed different and many believe that its caused by gender bias among our society. The general concept is that we are not born with gender, but that gender is something we perform or learn to do. However, there is evidence to show that even at a young age, boys and girls that learn how to communicate, will learn at different speeds and will struggle with different aspects of learning how to communicate.
From an early age girls are in the playground interacting with each other whilst the boys are off playing football. The change in the class structure could also be a factor. Lots of working class families have become more socially mobile and have instilled a set of norms and values into their daughters to be aspirational within education. Coursework is also said to be advantageous to girls as they are able to manage their time better in order to meet deadlines and are more conscientious. There are also a few reasons as to why boys don’t tend to do so well in education.
Girls, conversely, are encouraged to play with dolls and to be clean. This helps to prepare them for the possibility of motherhood. Often times, nurturing and sensitivity are seen as a feminine quality. The next way children are socialized is usually at school. School serves as a formal socialization for most children.
Since the early identification of developmental errors consequently assist private and public sector organizations to intervene and thus influence the effect that developmental delays may have on social, language and academic skills. In light of this background, it is critical to understand how both formal and informal assessments, when developmentally appropriate in design and purpose, are beneficial for early childhood. Childhood is divided into three groups for discussion: infants/toddlers (ages 0 through 2) and preschoolers (ages 3 through 6). This paper will focus on young children aged 3-6 years. Since young children are increasingly being assessed for an array of reasons, this can be disconcerting raising the question of the purposefulness of these assessments-assessment of children may be used for purposes as diverse as determining the level of functioning of individual children, guiding instruction, or measuring functioning at the program, community, or
"Kids' own occupational aspirations are going to be limited, and there could be long-term consequences where, for example, girls are used to being in roles only among other girls, then they have to face the real world where that's not the case." Single-sex education disrupts the opportunity to enhance social skills between boys and girls. There is a significant focus on the idea of single-sex education benefiting students academically; however, they