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- Shutts, Kristin, et al.
(författare)
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Early preschool environments and gender : Effects of gender pedagogy in Sweden
- 2017
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Ingår i: Journal of experimental child psychology (Print). - : ELSEVIER SCIENCE INC. - 0022-0965 .- 1096-0457. ; 162, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- To test how early social environments affect children's consideration of gender, 3- to 6-year-old children (N = 80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed to assess their gender-based social preferences, stereotypes, and automatic encoding. Compared with children in typical preschools, a greater proportion of children in the gender-neutral school were interested in playing with unfamiliar other-gender children. In addition, children attending the gender-neutral preschool scored lower on a gender stereotyping measure than children attending typical preschools. Children at the gender-neutral school, however, were not less likely to automatically encode others' gender. The findings suggest that gender-neutral pedagogy has moderate effects on how children think and feel about people of different genders but might not affect children's tendency to spontaneously notice gender.
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| 3. |
- Shutts, Kristin, et al.
(författare)
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Young Children’s Representations of Spatial and Functional Relations Between Objects
- 2009
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Ingår i: Child Development. - : Wiley. - 0009-3920 .- 1467-8624. ; 80:6, s. 1612-1627
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Tidskriftsartikel (refereegranskat)abstract
- Three experiments investigated changes from 15 to 30 months of age in children's (N = 114) mastery of relations between an object and an aperture, supporting surface, or form. When choosing between objects to insert into an aperture, older children selected objects of an appropriate size and shape, but younger children showed little selectivity. Further experiments probed the sources of younger children's difficulty by comparing children's performance placing a target object in a hole, on a 2-dimensional form, or atop another solid object. Together, the findings suggest that some factors limiting adults' object representations, including the difficulty of comparing the shapes of positive and negative spaces and of representing shapes in 3 dimensions, contribute to young children's errors in manipulating objects.
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