Increasingly as children in modern society are becoming more rebellious and independent and construct their own individual identities, many people argue that the peer they socialise with have the greatest effect on their behaviour. This idea is debateable however, as there are other institutions like the media or the family that are key in instilling norms and values of society. The ways in which peer groups socialise a person into his/her gender identity are many. Through peer group pressure along with positive and negative sanctions, it is inevitable that a young person will conform to their group’s norms and values. Firstly, the ideas of being isolated from a friendship group is a daunting vision for many youngsters, and are thus willing to adopt the groups norms and values if it means they will acquire popularity or just to be part of a group.
Outline and evaluate the cognitive explanations of gender. Martin and Halverson proposed in their gender schema theory that the development of a child’s gender is induced by their readiness to categorise gender information. This gender information is organised into schemas which are effective in organising the information as a means of using it to interpret new gender related experiences. Such interpretation will be of knowledge pertaining to gender type activities and behaviour. Where schemas are an essential aspect of Martin and Halverson’s theory, a major concern involves the lack of explanation regarding how such schemas are originally acquired.
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.
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.
'Questioning enables teachers to check learners' understanding. It also benefits learners as it encourages enitgagement and focuses their thinking on key concepts and ideas.' (Kyriacou 1995 in Desforges 1995, pg. 126) I am of the opinion that the idea children should work in mixed ability groups is not always a viable option. I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating.
They may think this because of their past or because they are being bullied. When people feel like this they will feel scared to go and talk to someone about their problems. In this situation we would go and help them and talk to them and help them bring their self-esteem up by doing activities with them. Lack of support is another we may come across. Not knowing who we can contact for advice and support for information or help.
Gender roles continue to change as this is how individuals develop over a given period of time. Due to the negative role developed because of the assumption that an individual’s gender dictates his or her dominance in society, change must take place. The role of the media in portraying the gender aspects is important since the media makes the distinction as to what is presented and believed within society. Furthermore, the role played by the humans in a gender-mode is type of taboo since tends to develop harsh judgments and bitter that eventually becomes public perceptions. In contrast, gender roles that are being exploited in a negative fashion by the
Generally it is widely accepted across the board that early gender socialisation is one of the most important issues in early childhood, as it is affecting both boys and girls. The foundations for stereotypes in gender roles are laid through early gender socialization (Yelland 1998). It must be noted that, early gender socialisation starts at birth and the process is one of learning cultural roles in accordance with one's sex. Many studies have shown that parents treat daughter’s and son’s differently (Jacklin, DiPietro, & Maccoby; Woolett, White, & Lyon; and Parke & O'Leary, in Hargreaves & Colley, 1986; Snow, Jacklin, & Maccoby, 1983; Power, 1981). One study indicates that parents have differential expectations of sons and daughters as early as 24 hours after birth (Rubin, Provenzano, & Luria, 1974).
Differences in dialects can highlight social differences between men and women and between different ethnic groups. This can promote prejudice and associate negative connotations with different ways of speaking. However, they can also be viewed as a characteristic that makes a particular culture unique. When certain categories of people speak in ways that are not expected, a subversion of power and prejudice occur. I can recount a personal experience of how differences in language can promote prejudice in gender.
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.