Spolni stereotipi pri predšolskih otrocih

Grčman, Anita (author), Batistič Zorec, Marcela (mentor)

V teoretičnem delu sem opisala pojem spola in kako ta vpliva na posameznika. Fausto-Sterling (2014) razlikuje med biološkim (sex) in družbenim spolom (gender). Biološki spol se otroku določi ob rojstvu na podlagi anatomije zunanjih genitalij. Ta nato sproži družbeni odziv okolice in otroku se določi družbeni spol, ki mu narekuje pravilno vedenje glede na spol (prav tam). Nato sem opisala, na kakšen način otrok prevzame spolne vloge, ki mu jih narekuje družba, in kako se pri otroku razvije pojem spola. Pri tem sem se osredotočila predvsem na dve teoriji, ki govorita o razvoju spolne identitete, in sicer na spoznavno razvojne teorije, katere predstavnik je Kohlberg, in na teorijo spolnih shem. Nadaljevala sem z opisovanjem razlik med spoloma na različnih področjih razvoja. Kljub razlikam, ki se pojavljajo med dečki in deklicami, pa je med obema spoloma zaslediti več podobnosti kot razlik (Marjanovič Umek, 2009). Na kratko sem opisala, kaj je pri igri bolj značilno za dečke in kaj za deklice ter s katerimi igračami se igrajo. V zadnjem poglavju teoretičnega dela sem predstavila, kaj so stereotipi in kako se kaže vpliv okolja na spolno stereotipno vedenje otrok. Rezultate empirične raziskave sem pridobila s pomočjo intervjuja, ki sem ga izvedla s štiriindvajsetimi otroci, starimi od tri do šest let. Cilj raziskave je bil ugotoviti, ali se pri predšolskih otrocih pojavljajo spolni stereotipi ter ali pri tem zasledimo razlike glede na njihovo starost in spol. Rezultati so pokazali, da se spolni stereotipi oblikujejo že pri predšolskih otrocih, tako pri dečkih kot pri deklicah. Opaziti je, da so dečki bolj stereotipni od deklic, je pa pri obeh spolih zaznati močno stereotipno mišljenje, kar je opaziti predvsem iz komentarjev, ki so mi jih pri svojih odgovorih podali otroci. Otroci obeh spolov so bolj stereotipni do dečkov kot do deklic, saj manj odobravajo, če dečki počnejo stvari za deklice kot obratno. Rezultati so pokazali, da stereotipnost kažejo tako mlajši kot starejši predšolski otroci.

• Language: Slovenian
• Keywords: predšolski otrok
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-111181
• COBISS.SI-ID: 12606537
• Publication date in RUL: 26.09.2019

Secondary language

• Language: English
• Title: Gender stereotypes in preschool children

Abstract

Theoretical part of this work delivers definition of gender and its effect on an individual. Fausto-Sterling (2014) distinguishes between biological (sex) and societal (gender). The former is assigned to a newborn child based on the anatomy of external genitals, thereby triggering social response which assigns the gender and dictates proper behavior according to that gender. In addition, this work explains the acquisition of societal roles and the related development of gender, focusing on two proposed hypotheses on the formation of gender identity, namely cognitive developmental theory (represented among the rest by Kohlberg) and gender scheme theory. The introductory part is followed by discussion of the gender differences in different areas of development. Despite differences between boys and girls, similarities between genders are prevalent (Marjanovič Umek, 2009). The discussion is focused on gender-based characteristics of child play and toys. In the last theoretical section stereotypes are presented and their effect on children behavior are discussed. Empirical research of this work is based on an interview involving 24 pre-school children aged between three and six years. The aim of research was to determine, whether gender-based stereotypes appear in pre-school children and if so, whether the stereotypes are influenced by sex and age. The research have confirms that gender-based stereotypes are formed at the pre-school stage both in boys and girls. Apparently boys are more prone to stereotypes than girls. The comments given by children during the discussion reflects stereotype-driven reasoning. In general, boys are stereotyped to a larger extent than girls because they are less tolerated to adopt behavior typical of girls than vice versa. The results showed that both, younger and older boys and girls are stereotyped.

• Keywords: preschooler