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.
12015-11-20T13:29:40-08:00Sociocultural Construction of Gender Identity8plain2015-11-20T13:45:50-08:00One developmental competency shaped by sociocultural constructs is gender identity. Unger (1979) describes gender as “those characteristics and traits socioculturally considered appropriate to males and females” and one dimension of gender is gender identity, or thinking of oneself as male or female (Lips, 2013). By the age of two or three, children begin to develop their gender identity (Martin & Ruble, 2004). While biological differences are the starting point for the dichotomy between genders, the construct of gender relies on a social and cultural construction. Blaise (2005), Millard (1997), and Francis (2000) have used a poststructuralist approach to gender to argue that boys and girls begin to construct their gendered identities from an early age based on the discourses that surround them. Lorber and Farrell (1991) add that “gendered interactions acquire additional layers of gendered sexuality, parenting and work behaviors in childhood, adolescence and adulthood” (p. 102). According to Blaise (2009), simply through talking and interacting young children continuously construct and reinforce their notions of gender. Embedded in their experiences is a heterosexual discourse and hidden rules regarding the appropriate behavior for each gender (Blaise, 2009).Additionally, Bussey and Bandura (1999) presented a presented a presented a social- cognitive theory (SCT) of gender development and differentiation.