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Gender development through play
Gender development through play
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Young children learned through playing, observing and imaging. Playing house is a kind of role-playing game which includes the above three aspects, they observe what their parents do daily and imagine they were them and imitate what they do through playing. In addition, playing house develops children’s understanding of gender difference and enhances their interaction with friends and some other educational features which would later be discussed. Therefore, by analyzing the different form of playing house and its consumption, followed by the link between playhouse and gender, also the educational features, would show that playing house is not only entertaining but also influential to children.
To begin with, playing house can be made into many different kinds of from, for example a small house which includes bedroom, bathroom, kitchen, and so on
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Playing house represent adult activities, it helps children develop their notice of gender difference and behavior. In this case, girls normally act themselves as either wife or mother, who cook for the family. While boys, if they are playing these with girls, they may pretend husbands or father, who goes out to work. Through childhood and toys they are playing with, reflects the culture of the society, and what they are expected to do. Girls are identified as feminine by people, they are told to stay at home and take care of the family as their duty. In the past, girls carried this kind of believe from their childhood while playing to their adulthood as they became housewives. However, now in some parts of the world, girls are encouraged to pursue their own dream, they can be a doctor; therefore, another form of playing house was released, such as a medicine box that a doctor needs. Apart from the relationship between gender and toys, the educational features are also another reason that should be focus
Young children are typically raised around specific sex-types objects and activities. This includes the toys that that are given, activities that they are encouraged to participate in, and the gender-based roles that they are subjected to from a young age. Parents are more likely to introduce their daughters into the world of femininity through an abundance of pink colored clothes and objects, Barbie dolls, and domestic chores such as cooking and doing laundry (Witt par. 9). Contrarily, boys are typically exposed to the male world through action figures, sports, the color blue, and maintenance-based chores such as mowing the lawn and repairing various things around the house (Witt par. 9). As a result, young children begin to link different occupations with a certain gender thus narrowing their decisions relating to their career goals in the future. This separation of options also creates a suppresses the child from doing something that is viewed as ‘different’ from what they were exposed to. Gender socialization stemming from early childhood shapes the child and progressively shoves them into a small box of opportunities and choices relating to how they should live their
The women are not required to wear certain garments to cover up and hide their female body parts; the girls are as free as the boys. Sexual play and behavior during their adolescent years are what women from this culture remember vividly. At first, younger children begin to play sexually with each other; by having the boys play with other boys and vice versa, the girls play with the girls. As they get a little older it switches to boys and girls playing sexually together. Often it consists of them poking and teasing genital contact. The boys are the main aggressive initiators of sexual play but, sex doesn’t occur until years later. Adults around see children playing like this, but do little to prevent it from happening. Although the parents do no approve it, ultimately; they don’t stop it because they too remember the years they experienced while growing up. It’s part of human nature and growing up. In their culture, the children know the difference between ‘good play’ and ‘bad play’. For example, Nisa was very hesitant at first playing sexually with the boys in the village. She saw how some girls would cry during sex, or even certain sexual behaviors of touching from boys kept her from playing with them. Nisa didn’t participate until later, meanwhile, she did watch. By watching she also learned. Women during their young years played with one another more than playing with the boys because it was known to be ‘bad play’,
In order to fully comprehend the how gender stereotypes perpetuate children’s toys, one must understand gender socialization. According to Santrock, the term gender refers to the, “characteristics of people as males and females” (p.163). An individual is certainly not brought into the world with pre-existing knowledge of the world. However, what is certain is the belief that the individual has regarding him- or herself and life stems from socialization—the development of gender through social mechanisms. For instance, when a baby is brought into this world, his or her first encounter to gender socialization arises when the nurse places a blue or pink cap on the baby’s head. This act symbolizes the gender of the baby, whether it is a boy (blue cap) or a girl (pink cap). At the age of four, the child becomes acquai...
The differences between the two children and the choices they made regarding their play were fairly obvious. Though a number of factors would likely influence the way that children chose to play, the main difference that could be inferred from the two children without looking into their backgrounds, was their sex. Choosing to compare gender is something that seemed to come naturally after referring to the observation as well as from personal preferences and interests. The idea of sex and gender differences is one of importance and the reasoning behind it provided an insight to the way our society supports girls and boys in different manners. A number of differences can be taken when comparing how girls and boys play including the role models they choose to copy, either a male or female, how physical the play is and the other classmates that children choose to play with.
The socialization of children is greatly affected by the toys they are exposed to while growing up. Looking through magazines and walking down the aisles of toy stores it is clear that toy companies are supportive of cultural gender roles biases. Toys designed for girls are commonly found in pink boxes; typically these toys involve housework or taking care of children, for example, dolls and easy bake ovens. On the other hand, “boy” toys are found in blue and black boxes, and a lot of them involve construction and cars.
Francis’s study analyzes three to five-year-old preschool students as well as their parents about their views about toys and viewing materials based on gender. The study showed that parental beliefs shaped their child 's opinions of gender roles based on the toys they played with. The parent 's idea of what is female and what is male is transferred onto the toys their child plays with which in terms developed their child 's stereotype of what is male and female based on their toy selection and color. In the article “How do today 's children play and with which toys?”, by Klemenovic reference that a child 's view on gender stereotypes is developed by their parents who train them on how to use the toys. Klemenovic (2014) states "Adults start training in the first months of a child 's life because knowledge of objects is the outcome of other people 's behavior towards us" (Klemenovic, 2014, p. 184). Young children’s development of gender stereotypes is largely influenced by his or her parent’s actions and view on what they consider male or female. A parent’s color preference and toy selection can influence a child’s gender bias or association to a specific
An Article by Dr. Leong and Dr. Bodrova (2016) stated that play is beneficial to children’s learning especially when it reaches a certain degree of complexity. When they engage in play activities most of their early years, they learn to delay gratification and to prioritize their goals and actions. They also learn to consider the perspectives and needs of other people and to represent things significantly to regulate their behavior and actions in a cautious, intentional way.
Children start to define their gender identity in early preschool (Zhumkhawala 47). This means that the toys children are given go a long way to further (or help change) gender stereotypes and inequality. In general, boys are given trucks, blocks and doctor’s kits, encouraging them to build, explore how things work and be a...
Girls are supposed to play with dolls, wear pink, and grow up to become princesses. Boys are suppose to play with cars, wear blue, and become firefighters and policemen. These are just some of the common gender stereotypes that children grow up to hear. Interactions with toys are one of the entryway to different aspects of cognitive development and socialism in early childhood. As children move through development they begin to develop different gender roles and gender stereotypes that are influenced by their peers and caregivers.
Imagination is the ability to draw a picture, a story or an idea in the mind. It is the ability to feel and believe of something that is not real, this term is widespread through the literature. When children use their imagination they could be anything they want and they could travel through time and space. There are different ways children’s can use to develop and express their imagination. For example, drawing, reading stories and role playing by pretending to be someone or something else, these ways allow children to express their imagination through thinking, creating and involving emotions. Imagination gives the children the opportunity to explore the world around them. Play has an important effect on children’s imaginative development, it is a common activity between children but it is not just a free time that child enjoy. For instance, imaginative play or role play encourages the children imaginative skills and this includes fantasy, pretend and symbolic play. Imaginative play also known as fantasy, symbolic, pretend and role play. This paper will focus on the imagination process and the theory of mind, children understanding of others mind and mental representations. Pretend play will be an example of showing how children use their imagination through this type of play.
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
Specific roles and traits have been stereotyped with genders by society for many years. While being strong and vocal is often associated with masculinity and men, women are characterized to be weaker and soft-spoken. Males are conventionally in occupations or roles, that involve leadership. Conversely, the social normalization of females involves no work, but rather their main role is to look after the children at home. In A Doll’s House, Henrik Ibsen depicts a society rich in gender norms and stereotyping. The protagonist of the play, Nora, lives in the shadow of her white-collar working husband, Torvald, who often refers to her as his doll. As the plot progresses, the reader discovers Nora previously received a confidential loan in order to assist in her husband’s efforts to heal from a serious illness. By the end of the story, Nora is exposed to Torvald for taking out the loan, resulting in an argument that leads to the demise of their eight-year marriage, but ultimately the separation was brought forth by Nora. The standard gender roles illustrated throughout the entire play, are swiftly reciprocated, to justify that sexes are not defined by social stereotyping, but all genders are capable of the same roles and traits as each other.
The first thing that the reader will notice regarding gender is the title of the play “A Doll’s House”. This reveals to the reader, Nora’s and possible Torvald’s status within the play. Nora is unable to be herself as she is not seen as an equal in her marriage. Instead, she is something to be admired and flaunted. This need for her to be something that Torvald can show off. Both Nora and Torvald are living lives based on illusion. Torvald has made Nora his perfect little doll so that he can look good. She thinks that he is a person with incredible strength, she becomes disillusioned with him at the end of the play when he exposes himself as just a man. This paper will look at the way that society’s expectations of gender roles are perceived
Such stereotypes have been constructed based on characteristics and behaviors that are associated with an individual’s gender. Additionally, most assigned gender roles, have been learnt at an early age, through the process of gender socialization. While the community and society play a large part in instilling such roles, the first and primary agent of socialization is the family. Distinctions in gendered roles, are heavily seen and perpetuated in Caribbean families, where male figures are protectors and financial provides, while women care for the home and children etc. Gendered based toys, attitudes and behaviors, are gender specific, and hence why inequalities between genders are accepted as the norm, from an early age. Many Caribbean families enforce that girls participate in domestic chores within the home, while mail chores tend to be outdoors. Furthermore, girls are more ‘sheltered’ and guarded than their male siblings. It becomes evident that from an early age, a girl is taught that her place is in the home, but is not the case for
By interacting with others in play settings, children learn social rules such as, taking turns, trade, cooperation, sharing, rules, and mixing with other. They discover scenes and stories, solve problems, and negotiate their idea through social barriers. They know what they want to do and work conscientiously to do it. they learn the powerful lesson of pursuing their own ideas to a successful conclusion. Also, support most children progress from an egocentric view of the world to an understanding of the importance of social skills and rules, they learn that games such as follows the Leader, baseball, and soccer cannot work without everyone obeying to the same set of rules. It teaches children life has rules (laws) that we all must follow to function effectively. Research shows that children who involve “(in complex forms of socio-dramatic play have greater language skills than non-players, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking”.