Gender and Children. Nature vs. Nurture How are gender roles created? –Innate –Socially Constructed –Parentally Constructed –Individually Constructed.

Slides:



Advertisements
Similar presentations
Second Step Second Step is a popular SEL program for elementary school populations Second Step focuses on three skill areas: Empathy training Impulse control.
Advertisements

Chapter 2 Relationships
Gender Role Development
Strengthening Parent-Teen Relationships in a Challenging World.
Gender Differences CHAPTER 13
Erik Erikson: The Life-Span Approach
WHS AP Psychology Unit 9: Developmental Psychology Essential Task 9-5:Explain Erikson's social development paying specific attention to the crisis in each.
The Influence of Culture on Caregiving
Show-Me 4-H Character Module Two Character Development Theory.
Child, Family, School, and Community Socialization and Support 6 th ed. Chapter 12 SOCIAL/BEHAVIORAL SOCIALIZATION OUTCOMES.
Families Make a Difference
Gender Roles and Development
REPORTED BY: Mavee Cabrera Joan Aoki Fatima Carlotta
Copyright © Allyn & Bacon 2004 Development Through the Lifespan Chapter 10 Emotional and Social Development in Middle Childhood This multimedia product.
SOCIAL-EMOTIONAL DEVELOPMENT OF THE PRESCHOOLER Unit 5.
3. Emotional Development
Fundamentals of Lifespan Development OCTOBER 1 – EMOTIONAL AND SOCIAL DEVELOPMENT IN EARLY CHILDHOOD.
Predicting and Avoiding Conflict & Nonviolent Conflict Resolution.
Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display. C H A P T E R Copyright © 2007 The McGraw-Hill Companies,
Wanda Y. Wade. Advanced Organizer Consequences Types of Social Skills Identifying deficits When Planning Looks of Social Skills Interventions Must Haves.
Mental and Emotional Health 1. Goal Setting, Communication, Conflict and Depression (8 th ) “When you get into a tight place and everything goes against.
Warm-Up (Not in your notebook)
Fundamentals of Lifespan Development OCTOBER 31, 2014 – EMOTIONAL AND SOCIAL DEVELOPMENT IN ADOLESCENCE.
Contemporary Gender Roles
Socialization.
Book Reviewed By Sandy Sheffield Book Reviewed By Sandy Sheffield.
Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display. Psychosocial Development in Early Childhood: Week 9 Lecture.
Social-Emotional Development of the preschooler
Biological Sex Female vs Male.
Chapter 6 – Early Childhood: Psychosocial Development
Socialization within the Family.  A series of studies gathered information on child rearing by watching parents interact with their children. Two very.
Educational Psychology Chapter 3 – Personal, Social and Emotional Development.
1 Needs, Empathy and Nurturing Self (Needs Work) Nurturing Parenting Section 5.2 GOAL To understand the relationship between needs, empathy and nurturing.
Chapter 13 – Sex Differences Sex Stereotypes = general beliefs based on sex Masculine stereotype - Instrumental behavior - the active provider.
Social and Cognitive Learning. Origins Classical and Operant conditioning railed against since their inception Dollard and Miller propose “Social Learning.
Lev Semyonovich Vygotsky Zone of Proximal Development- difference between what a child can do w/ help and w/o Scaffolding- use of shaping to wean student.
Emotional and social development in early childhood
Gender Typing Any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes Even before.
Guiding Children’s Social Development OBJECTIVES I will be able to…. Analyze some aspects of social development from toddler to school-age Explore the.
Chapter 14: Gender and Development Module 14.1 Gender Stereotypes Module 14.2 Differences Related to Gender Module 14.3 Gender Identity Module 14.4 Gender.
Personality.
Vocabulary Strong Families.
Personal, Social, and Moral Development
Unit 2 Chapter 4, Section 4 Gender Roles and Differences Mr. Young Psychology.
February 24 th Sign in Finish Research #1 Discussion Hand out research paper #2 Lecture 3: Gender Socialization Homework:  Chapter 9: The Gendered Media.
Growing Up Gendered: Think back to your childhood and fill in the following: “When I was a child or teenager, I was taught that a proper young man or women.
HSB4UI – Challenge and Change in Society Unit III – Social Theory Agents of Socialization.
Feldman Child Development, 3/e ©2004 Prentice Hall Chapter 10 Social and Personality Development in the Preschool Years Child Development, 3/e by Robert.
THE IDEAL MIDDLE SCHOOL CLASSROOM FOR BOYS AND GIRLS.
Child Development and Education, Fourth Edition © 2010 Pearson Education, Inc. All rights reserved. Development of Motivation and Self-Regulation Chapter.
Gender Roles And Gender Differences. Gender-Role Standards and Stereotypes This social theory continues to be very controversial. This is a prime example.
Chapter 14 Review Socialization of Children. Questions 1.What is socially acceptable behaviour? Give an example of behaviour that is NOT socially acceptable.
I CAN: Distinguish the characteristics of each type of parenting and determine how this may impact their children.
Social Skills & Asset Building for Kids. Overview O Perceptions O Personal capabilities & strengths O Mindset- fixed vs. growth O Positive identity O.
The Socialization Process. Freud and Psychoanalytical Perspective ID- basic drives for survival and gratification (I want) –Food, water, love, safety.
Gender Role Development Gender Identity (knowledge) Gender Roles (roles that should be adopted and behaviors in those roles) –Gender Role Norms (social.
Positive Discipline: Helping children develop self-discipline, responsibility, cooperation, and problem-solving skills By Angie Studer.
1 Core Competencies for Primary School Teachers in Crisis Contexts.
CHAPTER 10: SEXUALITY AND GENDER Section 2: The Psychological Side of Human Sexuality: Gender.
Chapter 3 Section 3.  Children learn how to behave in their society from their parents, from other people around them, and from their own experiences.
Kick Off How does the way you express emotions reflect your mental health?
Mental and Emotional Health
Caring for School-Age Children
4.3 Intimacy Identity Authoritative Authoritarian Zygote Fetus Embryo Permissive Children know what’s best; strict rules aren’t necessary- this schema.
Emotional Health Unit Topic 2 Identity.
Achieving Mental and Emotional Health
The Philosophy and Practices of Nurturing Parenting
Erik Erikson: The Life-Span Approach
Social-Emotional Learning
Presentation transcript:

Gender and Children

Nature vs. Nurture How are gender roles created? –Innate –Socially Constructed –Parentally Constructed –Individually Constructed –All of the Above?

Gender Flexibility: Good or Bad? Gender Identity gives a sense of belonging to children Strict Adherence to gender roles leads to –Construction of the Other –Suppression of counter interests/impulses –Hierarchical thinking

Boy & Girl Culture Emotion Play Morality Exclusion Zones

Boy Culture: Emotion Emotional Development – suppressed by the male stereotype that “boys don’t cry” –Male play seen as disruptive (counter-culture to school behavior)/ sets up resentment/suppression –Mastery is a primary motivation which can lead to rebellion, aggression, high activity –“created” by innate preference, channeling through toys & social messages (people & media) –Emotional expression isn’t nurtured and/or well received –Punishment is often physical/intimidation

Boy Culture: Emotion Effects of emotional suppression –Anxiety –Anger –Lack of Empathy –Depression (85% of teen suicides are male) –Violence

Boy Culture: Emotion How do we counter the belief “Boys Don’t Cry”? (Beliefs are Based on Perceptions) –Give boys permission to have an internal life Validate emotional expression/Vocab -Recognize and accept high activity/safe zone -Talk to boys in their own language: Be direct, let them be problem solvers (How angry are you? What can we do about it?) -Teach boys that emotional courage and empathy are strengths -Use discipline to build character (boundaries/punishment) -Model manhood with emotional attachment/flexibility

Girl Culture: Emotions Girls are overly emotional –Emotion seen as unnecessary or illogical –Emotion is seen as a weakness –Empathy, attachment, and the emphasis on relationships can lead girls to develop complex and difficult social groups as they age. –Avoidance of conflict and anything that will “hurt”

Girl Culture: Emotion Validating a girl’s emotions –Seeing emotional courage and empathy as a strength –Teaching conflict resolution through consensus vs. win/lose –Develop critical analysis vs. emotional reaction skills (older girls/ “hurting animals”

Boy Culture: Play Play is based on mastering new physical skills They often establish power relationships within their play Conflict is something to be mastered (battle) It’s a bonding & acculturating ritual Reinforced by marketing of toys, socializing groups, and the media Gender flexibility (i.e. dolls) seen as “sick” or “strange”

Girl Culture: Play Play emphasizes narrative with relationships Conflict is something to be peacefully resolved (reform) Reinforced by marketing of toys, socializing groups, and the media Gender flexibility (Tom Boys) seen as a phase Dolls are not inherently sexist/antifeminist. They can be opened toys that allow for imaginative play Girl Culture is seen as less “valuable” Girls don’t see that the world doesn’t fully validate their culture until adolescence

Kids and Morality Maturity in moral reasoning (Piaget & Kohlberg) was traditionally evaluated based on a child’s ability to develop a hierarchical understanding of logic –For instance, the ability to prioritize responsibilities – this is a “male” trait –The “female” traits of moral reasoning have therefore been overlooked and/or established as other –These traits are different not good/bad

Boy Culture: Morality Boys are more likely to justify a given choice by specific criteria Boys prefer clear cut rules that determine moral behavior (laws) They tend to depersonalize the situation to be fair and objective They tend to prioritize responsibilities Self is defined as separate/assessed by an ideal

Girl Culture: Morality Girls explain a particular choice by discussing the nature of choice In conflict, they seek to understand the network of relationships in question: whose needs are meet/whose aren’t – How does this make them feel Self defined through connection and measured through “activities of care”

Gender Zones of Exclusion Kids seeking a sense of belonging will exclude children based on their inability to meet subject role expectations – gender Gender Bias in teachers/parents –Play – female teachers condone girl culture –Emotion- emotional expression in boys isn’t validated –Education- gendered subjects (i.e. Math-Boys) –Morality-Male moral development scientifically validated

So Now What? Knowing –Gender Expectations –Gender Biases –Gender Exclusions –Gender Bonding/Inclusion Allows you to addresses biases/exclusions and facilitate bonding and inclusion