Introduction
As noted by Martin & Dinella (2012), there is congruence between personal gender stereotypes and behaviors among children at the age of nine. Apparently, they begin to develop gender differences at an early age and most of them are already inclined to specific habits and behaviors that define their gender at this age. Research done by Martin & Dinella (2012) shows that less congruence is exhibited in girls who are tomboys and those who are not. This is influenced by different factors, which include the non-normative interests in tomboys. This paper will be discussing the gender difference in children, their social development, and stereotypes about activities and preferences.
Gender differences
Based on gender, children have different preferences in terms of beliefs, desires and feelings. These disparities are caused mostly by biological factors although others such as environmental and social factors contribute to the same. Children are subjected to a phenomenon known as Gender Typing, which shapes their behaviors, motives, and values. Through gender typing, they get to learn the culturally acceptable and appropriate behaviors for their gender. At this stage, boys and girls are taught how to behave appropriately to depict the characteristics of their gender inclination.
Martin & Dinella argue that some of the presumed variances between boys and girls are real while others are simply based on mythical assumptions (2012). For instance, boys are more masculine compared to girls who on the other hand have an enhanced understanding in early verbal skills. Gender disparities are greatly influenced by biological occurrences, which include hormones and literate levels of the brain (Martin & Dinella, 2012). Hormones are responsible for organizing biological disposition for children to display masculine or feminine characteristics.
Stereotyping and social development
Children grow amidst mythical beliefs that define their gender depending on different cultural values. For instance, boys are expected to show resilience, independence, assertiveness, as well as competitiveness (Pascual-Sagastizabal et al., 2013). Girls on the other hand are expected to be passive, sensitive, supportive and emotional (Pascual-Sagastizabal et al., 2013). However, gender roles and beliefs are gradually changing with the new generation paying less attention to some of these cultural values. Nonetheless, it is also imperative to note that cognitive factors in gender differences also play a major part in shaping the roles of boys and girls. When gender information is offered to both boys and girls, it automatically modifies their understanding and roles in their respective sexual characteristics. Therefore, stereotyping affects social interaction and development among both boys and girls.
Conclusion
This paper has discussed how gender roles are influencing children at a young age. The causes of gender disparities are clearly outlined in the paper as well as the gender roles concerning both boys and girls. The paper has also identified some of the major stereotypes that are associated with both boys and girls. In addition, the real characteristics based on biological formation have also been identified in the paper. As discussed above, stereotyping has a direct impact on the level and manner of social development in children. This is also true with cognitive factors, which include gender information. The paper outlines the different factors that are primarily responsible for shaping gender roles for both boys and girls. Gender disparities, social development, and stereotyping with regard to gender roles have been discussed extensively in this research.
References
Martin, C., & Dinella, L. M. (2012). Congruence between gender stereotypes and activity preference in self-identified tomboys and non-tomboys. Archives Of Sexual Behavior, 41 (3), 599-610. Web.
Pascual-Sagastizabal, E., Azurmendi, A., Sanchez-Martin, J. R., Braza, F., Carreras, M. R., Munoz, J. M., & Braza, P. (2013). Empathy, estradiol and androgen levels in 9-year-old children. Personality and Individual Differences, 54 (8), Web.