Gender-based reasoning about novel toys: The role of child and parental factors

Abstract

Much has been established about children's preference for gender-typed toys, but far less is known about their reasoning about novel toys. Using such toys, this study explored children's emerging use of gender to make predictions about peers as a form of stereotype construction with its correlates. Two to 4-year-olds were shown novel, nonstereotyped toys and asked if they and others would like each item. Gender-typing was measured by liking for familiar gender-typed toys, and categorization skills by sorting. Parents completed measures on gender language and behavioural expectations. It was found that gender-centric reasoning (what children like, they expect same-gender peers but not other-gender peers to like) was apparent from age 3 years, with boys showing a higher tendency. Apart from age in months, categorization skills and parental behavioural expectations uniquely contributed to children's degree of gender-centrism. The findings are discussed in relation to cognitive development, parental gender socialization, stereotype formation and practical implications. Highlights: From age 3, children tend to predict peers' liking for novel, nonstereotyped toys based on their own and peers' gender as a form of stereotype construction. Older boys are more likely to differentiate between their own novel toy-liking and that of outgroup peers (girls) compared to girls. Children's categorization skills and their parents' behavioural expectations contribute to gender-based reasoning, giving scope for interventions based on modifiable factors.