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Children's gender-typed perceptions of physical activity: consequences and implications
1Department of Human Performance and Sport Studies, University of Tennessee, Knoxville 37996-2700.
Perceptual and Motor Skills
|December 1, 1992
Summary
This study examines how gender-typed play affects cognitive, affective, and psychomotor development in children. Schools can encourage cross-sex interaction to promote balanced development and psychological androgyny.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Gender Studies
Background:
- Previous research in 1990 highlighted gender-typed play's impact.
- Societal gender schemas influence children's development.
- Schools and teachers act as key agents of socialization.
Purpose of the Study:
- To expand on 1990 findings regarding gender-typed play.
- To investigate differential developmental consequences for boys and girls.
- To explore how educational settings can foster positive cross-sex interactions.
Main Methods:
- Expanded discussion of issues from a 1990 experimental study.
- Analysis of cognitive, affective, and psychomotor outcomes.
- Examination of teacher and school practices influencing play behavior.
Main Results:
- Gender-typed, sex-segregated play has differential consequences for girls and boys.
- Educational practices can be implemented to encourage cross-sex interaction.
- Nonstereotypical play allows both sexes to gain typically sex-specific benefits.
Conclusions:
- Schools can actively promote gender equity through structured play and interaction.
- Encouraging nonstereotypical play benefits all children.
- Psychological androgyny is presented as a developmental ideal in a gender-aschematic society.