Gender Equity in Early Childhood EducationMain MenuIntroductionWhy is Early Childhood Education Important?Why is Early Childhood Education Important for Girls?How is Gender Socially Constructed in the Early Years?Why Is Parent Involvement Important for ECE?A Comparative Look At ECE and Gender EquityParent Attitudes, ECE and Gender Equity in The United States, Kenya and CambodiaConclusionKelly Grace33ad43180d3cbf24c9554a05e30c99611fd3ababDana Stiles1776c60122811f7ceb112aadf951353b993a2d54
socio-cognitive theory
12015-11-20T13:43:33-08:00Kelly Grace33ad43180d3cbf24c9554a05e30c99611fd3abab58082Modeling of gender roles: one aspect of Bandura and Bussey's socio-cognitive development theoryplain2015-11-20T13:44:46-08:00Kelly Grace33ad43180d3cbf24c9554a05e30c99611fd3abab
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12015-11-20T14:10:24-08:00Socio-Cognitive Theory and Gender Identity Formation10gallery2015-11-25T23:22:17-08:00This theory represents a particular view of how gender-related behavior is acquired and maintained, based on contemporary social learning theory. A cornerstone of this theory is that children learn through the modeling of others. Children, and specifically girls, are capable of learning gender-typed behaviors through the observation of same-sex models. Bussey and Bandura (1999) asserted that children learn under what conditions modeled behaviors and attitudes should be adopted, such as when parents instruct their child to behave in a more gender-egalitarian manner, but model highly gender-typed behaviors. By this, it is clear that gender identities and roles are created and maintained via social influences (such as parents, teachers, and teachers). ECCE is avenue to disseminate and shape gender norms and expectations, therefore impacting gender equity through the development of gender identity.
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