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Ap psychology review of key terms gender development
Aspects of kohlbergs theory on human development site
Aspects of kohlbergs theory on human development site
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Any developmental theory is based on the idea that a child has to reach a certain level of cognitive development before they can understand certain ideas or conceptions. What it means to be a girl or a boy and the full implications that follows. Kohlberg’s Cognitive-Developmental Theory of Gender proposed that all children experience three stage during the process of gender development and identity. These three stage occur at different ages such at the age of two which is the “Gender Identity” stage Kohlberg states that children can correctly label themselves as a boy or girl but may still think it is possible to change gender. The second stage occurs at the age of four and is known as the “Gender Stability” stage. In this stage children become
award that their gender is stable over time but still think that their given gender can change when doing an activity of the opposite sex for example.
The creation of an identity involves the child's understanding of the public disposition of the gender normalities, and the certain gender categories that
Egan, Susan K., and David G. Perry. "Gender Identity: A Multidimensional Analysis With Implications For Psychosocial Adjustment.." Developmental Psychology 37.4 (2001): 451-463. Print.
In the stage of gender stability children are able to indicate that a gender remains the same throughout time and therefore, children start to realise that they will be male or female for the rest of their lives. Nevertheless, their understanding of gender i...
Kohlberg defined the steps in gender role development to three steps. The first step, the kids (ages 1-3) begin learn their gender identity by their parents (adult) education. In this step also Kohlberg mentioned that the kids know their gender by observations of sex differences. As Kohlberg says “ they categorize themselves as a boy or a girl during this period” (Bergen 2008, p. 153). Teaching kids in early periods of their life makes them more receptive to their identity, even their knowing about their gender still changeable.
In today’s society, it can be argued that the choice of being male or female is up to others more than you. A child’s appearance, beliefs and emotions are controlled until they have completely understood what they were “born to be.” In the article Learning to Be Gendered, Penelope Eckert and Sally McConnell- Ginet speaks out on how we are influenced to differentiate ourselves through gender. It starts with our parents, creating our appearances, names and behaviors and distinguishing them into a male or female thing. Eventually, we grow to continue this action on our own by watching our peers. From personal experience, a child cannot freely choose the gender that suits them best unless our society approves.
The Importance of Biological Factors in the Development of Gender Identity The biosocial theory suggests that gender identity develops as a result of the obvious biological differences between boys and girls and the hormonal differences between the sexes which can be observed in the foetus from about six weeks (Durkin, 1995). Supporting evidence has been found through animal studies, such as that by Young, Goy and Phoenix (1964) who gave testosterone to pregnant monkeys and found that any female offspring were prone to be unusually aggressive. Evidence is also found in case studies of humans. Imperato-McGinley et al. (1974) studied a family in the Dominican Republic in which four children were born appearing to be biologically female and were reared as girls until, at the age of twelve, they developed male genitals and took on the appearance of ordinary adolescent males.
There are five ways in which Piaget’s theory of cognitive development and Vygotsky’s theory of the Zone of Proximal Development. The very first way that teachers can use these theories to teach constructively is by providing scaffolded instruction within the ZPD for their students (292). In other words, a teacher must be able to assist children in achieving a goal that may be slightly too difficult for them to reach alone. An example of this would be if a teacher had decided that her class should do an experiment on how well plants grow based on the amount of water they receive, she could challenge her students to make a hypothesis about what they think will happen. This teacher could allow her students to individually plant their seeds and then guiding her students to predict or hypothesize what they believe will happen if one plant gets more water than another. This example directly correlates with Vygotsky’s idea of ZPD because
It is not an easy task for a child to understand the obligations that accompany their assigned gender, yet while they encounter difficulties processing these thoughts they are also achieving a greater sense of identity. Different stages of life consist of social rules that encode how one is to behave, however, it is not clearly defined when the transition should occur from young girl to young woman. It is not surprising that learning about gender roles and their associated responsibilities is not an easy part of a young child’s maturation and is often the result of a very emotionally charged collection of experiences.
In this essay I intend to discuss two psychological theories of development; The psychodynamic approach and the behavioural approach. In order to do this, I will outline each theory and explain how it accounts for psychological development, health and behaviour of the individual. In addition to this, I will explain how an understanding of these theories relates to care and would help a care professional to support an individual in a care setting.
Furthermore, adding to the information of cognitive aspects and learning in children with ADHD, Sandberg also writes about the developmental perspectives of an individual who has ADHD and how we can understand the nature of childhood behaviors. Sandberg declares that, “The term ‘developmental perspectives’ refers to a rich set of concepts derived from the study of normal and abnormal development. The most basic context for understanding childhood disorders is the age or cognitive-developmental level of the child”(242). With this statement, Sandberg explains what developmental perspectives means, and the author also gives us a better context of understanding his disorder. To help further the research in this paper, the author states, “Once a
Comparing the Two Theories of Cognitive Development There are three main types of cognitive development. There is Piaget's theory, Vygotsky's theory and the Information processing approach. The two theories that I am going to compare and contrast are Piaget and Vygotsky's theories. There are many differences between these two theories, but there are also many similarities too.
However Devor provides insight into how this is taught and processed though the mind of various stages of childhood. He demonstrates how children begin to observe the community around them and notice similarities in groups which they come to associate with gender characteristics (109). Devor theorizes that children do not see gender in the anatomical sense but in features such as the presence or absence of hair, clothes and makeup (111). This categorization based off others appearance is what leads the child to start grouping themselves into a specific gender identity. Devor explains that all children use an “I”, “Me” and “Self” technique to assimilate into a gender identity. Meaning that they see themselves, the “I”, while they also look at how others treat them which causes them to obtain the, “Me”, which produces the overall outlook that the child has of themselves called the, “Self”
Language plays a major role in a child’s life, because some children will dialogues with themselves through how they engage with themselves or other children through imaginative play. Vygotsky explains this as how they will make up their own story and give their characters different names, and also changing the voices of each character. This helps children with their vocabulary skills, in which it will help them in the long run to name, and negative the different things that they will start to come into connect with as they get older. Language is also known as a symbolic system of communication and a cultural tool transmit play, and cultural history both play a big part in language development, and understanding the world around them. And also
As a child grows and conforms to the world around them they go through various stages, one of the most important and detrimental stages in childhood development is gender identity. The development of the meaning of a child’s sex and gender can form the whole future of that child’s identity as a person. This decision whether accidental or genetic can effect that child’s life style views and social interactions for the rest of their lives. Ranging from making friends in school all the way to intimate relationships later on in life, gender identity can become an important aspect to ones future endeavors.
Part One:The criticisms of Kohlberg's moral development stages seem to center around three major points, his research methods, the "regression" of stage four, and finally his goals.The first criticism that I would like to address is that of his research methods. Kohlberg is often criticized for not only his subject selection, but also the methods by which he tries to extricate data from those subjects. His initial study consisted of school boys from a private institution in Chicago. The problem with this is fairly obvious, that this does not represent a significant portion of the population to allow for generalized conclusions. In other words, how can we test some boys from Chicago and ascertain that this is how all people develop worldwide?I believe that the answer to this criticism comes from the theory that it relates to.