Paper Writing Services notes section of your presentation. Resources to assist with assignment The Impact of Toys on Gender Identity Development in Cldren The first
|identity had not been researched in detail. Ts effect is seen today in the few literature materials that are available on the topic. Therefore, new research encounters a hurdle when referring to related literature. Notably, the documentation of social experiments by competent social psychologists has been lean. However, ts observation is being overturned as new research is being|
For your final task for the course, you will present your Final Project research and recommendations to your colleagues. Sharing your findings can help inform decision making or research and foster social change. Based on your Final Project, prepare a 5- to 6-slide presentation (not including your title or reference page) to present your research and recommended solutions. You may use PowerPoint or Word to create your presentation. You are encouraged to use pictures or grapcs when appropriate. You should either record and embed audio of you presenting (no longer than 5 minutes) or provide detailed presenter notes in the notes section of each slide. By Day 4 a 5- to 6-slide presentation of your Final Project research and recommendations. Include no more than 5 minutes of audio or text in the notes section of your presentation. Resources to assist with assignment The Impact of Toys on Gender Identity Development in Cldren The first literature resource offers a comprehensive definition of the term gender identity. According to McGeown (2015), gender identity means the way people make choices concerning their identification of gender. In ts paper, it will identify the topic of gender identity entails identifying oneself as masculine, feminine, or a mix of both masculine and feminine. Furthermore, McGeown (2015) explores the role that motivation and gender identity influences cldren’s choices. The literature explores ts topic by researcng more than two-hundred cldren. Amongst the factors that the study by McGeown (2015) examine is gender identification of cldren aged nine years. Furthermore, accompanying choices in book readings were also studied. Ts study made interesting conclusions. According to McGeown (2015), cldren at ts age have already identified behaviors that are gender-specific. Female cldren would read neutral books, a trait that has attributed to masculinity. Ts literature is an essential contribution to the topic of discussion in ts paper. By demonstrating that cldren learn to identify with gender-specific behavior, McGeown (2015) shows that cldhood environment has a crucial role in gender identity. That means that situations such as homes and schools have an impact on the way cldren will identify themselves as masculine, feminine, or both. Further research tackles the topic of gender identity preferences based on social and personal outcomes in cldren. Martin et al. (2017) identify the impact of social expectations on gender identity. In ts research, over four hundred cldren in three age groups were studied. The study aimed to determine the parameters for the measurement of gender identity in cldren. Wle ts was the primary intention of the study, it was noted that cldren would identify with a gender based mainly on familial or societal expectations and stereotype (Martin et al., 2017). The research also contributes to the development of the central argument of ts topic of study in a somewhat impactful manner. By demonstrating that cldren will identify with a specific gender based on the outcomes of societal and familial influence (Martin et al., 2017), it means that nurture is very impactful in the cld’s gender identity development. About the impact of toys, cldren are generally assorted with toys wch are perceived to be appropriate for their type of gender. Therefore, as cldren grow up, they already have a perspective of how they identify themselves and the way a specific gender is expected to behave. Another set of literature identifies essential theories wch explain gender identity development in cldren. The two primary methods wch are used in ts paper to explain gender development in cldren are Kohlberg’s theory and Piaget’s theory. Piaget’s theory remains among the widely accepted theories in psychology today. Piaget’s theory explain that cldren develop knowledge through the active exploration of the environment around them (Newman & Newman, 2017). Indeed, Newman & Newman (2017) have explored the idea of cognitive development in cldren through the lenses of both Jean Piaget and Eric Erickson. According to Piaget’s theory, cldren ages birth through two years develops their knowledge by active manipulation of the environment around them. Piaget called ts stage the sensorimotor stage. Drawing on the discussions in the literature provided by Newman & Newman (2017), nurture is crucial in the development of behaviors. It is worth noting that a cld’s environment in ts critical age (from birth to two years), is decorated with toys. The role of these toys, whenever they are those associated with a specific gender, then it is expected that a cld will identify with the gender for wch the toys are made. Ts resource enhances the clarity of the interactions between the choice of toys and cognitive development. Further, it has been demonstrated, through Kohlberg’s theory, that at a tender age, a cld’s moral development is externally controlled (Lind, 2017). In ts literature, Lind (2017) proves that conditioning of behaviors has been a significant part of psychology. For instance, practices wch are perceived as morally undesirable are discouraged through therapy and education. Ideally, ts literature posits that learning through environmental influence is a common strategy used in psychological interventions. Therefore, an environment that is decorated with a specific type of toy is an excellent source of cognition in cldren. Ts literature once again proves that behaviors are profoundly influenced by the nurturing factors. Finally, and perhaps the most crucial set of literature covers toy preference and selection in cldren. Furthermore, the role of gender stereotype in the development of cldhood identity is explained. In the research by Todd, Barry, and Thommessen (2017), it is demonstrated that toys impact cldren significantly. The psychology of cldren is affected in that an idea is created that they must play with a specific type of toys (Todd, Barry, & Thommessen, 2017). These types of toys are generally either masculine or feminine toys. The idea of toy preference in cldren aged nine to trty-two months has also been investigated by Todd et al. (2018). According to ts literature, boys will focus on mechanic toys wch resemble engine-powered macnes (Todd et al. 2018). On the other hand, girls will generally focus on play with toys that enhance homecare and nurturing behaviors. Ts gender preference for toys illustrates the impact that toys have on the development and cldhood gender identity. The fact that cldren are raised in environments where specific types of toys are different means that these environments form part of gender-specific behavioral priming factors. Also, stereotypes of behaviors that should be displayed by males and how different they should be from those of girls also play critical roles (Halim et al., 2018). Ts argument is also advanced by Todd, Barry, and Thommessen (2017) who believe that the social belief that cldren should grow and adopt specific play behaviors contribute to gender identity. These ideologies are part of the social frameworks where cldren are raised. For instance, a young cld is provided with specific toys with wch they are encouraged to play. Moreover, when cldren are taken to school such as in baby care, the toys are availed according to their perceived gender. These factors are essential primers of gender-specific behaviors as explained through Piaget and Kohlberg’s theories. The topic of gender identity had previously received less attention from researchers. Already, the subject of gender identity had not been researched in detail. Ts effect is seen today in the few literature materials that are available on the topic. Therefore, new research encounters a hurdle when referring to related literature. Notably, the documentation of social experiments by competent social psychologists has been lean. However, ts observation is being overturned as new research is being conducted to identify the cause of gender identity crises in cldren and adolescents (Wiesgram, 2016). Research has led psychologists such as the American Psychological Association to classify gender identity crises as one of the mental disorders. According to the American Psychological Association (2013), gender dysphoria is amongst the many psychological disorders classified in the current DSM-5 manual. There are also conflicting arguments as to whether the environment plays a vital role in gender identity development in cldren. Gender dysphoria is debated. However, it is generally agreed that gender dysphoria is a mental health condition in wch biological sex identity of individual conflicts with the perception of the person’s gender (American College of Pediatricians, 2017). According to the American College of Pediatricians (2017), the biological sex is already pre-determined before a cld is born. Also, it is stated that gender dysphoria is a condition of the mind but not an issue with sexual identity. However, despite the role of hormones in influencing gender dysphoria, environmental factors have been attributed to the disorder. American College of Pediatricians (2017), identify the nurturing of ts behavior as unhealthy. However, the main topic of discussion, gender identity development in cldren remains to be one that eludes controversial findings. Having gender stereotypes in the society has given toy manufacturers a unique opportunity to exploit ts perception through the gender-typed toys. Today, it is easy to discern a masculine-typed toy from a female-typed one from merely observing the differences colors. It is now understood that masculine toys are dull-colored and mechanical or are an imitation of engine-powered macnes (Todd, Barry, & Thommessen, 2017). Examples include trains, bicycles, and vecles, to mention a few. These toys would be used by boys exclusively-except for rare situations where a girl may choose these types of toys, and in wch case, they will be assumed to be gender dysphoric possibly. However, girl-typed toys would be made to be brightly colored such as pink-colored toys and those that reflect care such as dolls and utensils. The primary challenge that ts stereotyping has is exploitation by manufacturers of these toys to influence behaviors in cldren. Therefore, as research wch tries to identify the leading role of the environment on the gender identity of cldren, ts factor has not been considered yet it plays an important role. Therefore, ts may create a problem in interpreting results. The use of toys to teach specific behaviors to cldren has been a common phenomenon in many societies. Toys are more than just equipment of play. They are used to teach cldren to identify with their roles in the society. For instance, females are traditionally known to be caring (Todd, Barry, & Thommessen, 2017). As such, girls would be given toys wch emphasize the trait of caring in them. Furthermore, girls would be provided with dolls to care for and dress and household toys to teach them household chores (Todd, Barry, & Thommessen, 2017). Ts social factor is crucial in the development and perception of gender differences by cldren. Cldren will then grow up identifying with specific roles. Therefore, in conducting ts research, it should be taken into consideration the role that culture plays in the identification and perception of a learning by cldren. Despite the challenges that have been discussed above, there are possible solutions wch can be applied. To begin with, the issue of insufficient research is discussed. The most straightforward solution to ts challenge would be to call for more research in ts area. It has been identified that toys have far-reacng impacts on the development of cldren (Todd et al, 2018). These toys are simply part of the many factors wch form part of the environment of the cld. Therefore, if the impact of nurture on gender identity in cldren is to be explored fully, then toys should form part of the study. An additional solution has been noted regarding new research and publications wch become available each day. Psychologists have given the topic of gender identity relevance, and as such, more study is being conducted and data made available for reference. However, more insight into the role of nurture is welcome. Another challenge noted in the study is the role played by toy manufacturers in influencing toy selection. As stated above that manufacturers are exploiting the existing stereotype of gender to manufacture gender-typed toys (Weisgram, 2016). However, there are options for finding a solution to ts factor. On the one hand, toy manufacturers can be treated as part of the environment with wch cldren interact. In ts case, the specifications and modeling of toys to align with gender types can be assumed. On the other hand, cldren can be provided with a wide range of toys. In ts case, cldren can be allowed to choose from a variety of toys wch does not reflect any orientation towards a specific gender. That will help cldren to decide for themselves wch toys they can play. Finally, the impact of culture on gender identity can also be solved in many possible ways. The first and most difficult would be to advocate for change in cultural perception of gender roles in the society. Given that communities are built upon the framework of their culture, ts solution would present a significant challenge in implementing it (Weisgram, 2016). However, education of the mass would help the society to adjust its perception and thus allow cldren to exercise more freedom in their choice of gender-related activities. One of the changes would be to stop using toys to emphasize specific roles in the society. Second, families and schools can offer gender-neutral environments for cldren to play on. That would enhance the choice of toys by cldren. Therefore, identification of specific toys with gender-specific behaviors would be minimized. The solutions provided above are assessed for recommendations. The first solution entails advocating for more research. Ts solution involves creating relevance in the role of environmental factors on the behavioral developments of cldren. By recognizing that toys form the most impactful part of the environment of cldren, psychological researchers can be attracted to ts topic; the consequence would an increase in research on the role of toys as part of the environment in wch a cld develops gender identity. Furthermore, a solution concerning the stereotyping is suggested. The primary target of change in stereotyping of gender role and subsequent reflection of the same on toys is to avoid influencing the development of a cld negatively. An association of certain toys with one type of gender is a common practice in many societies. However, cldren may not be given a chance to explore the behaviors they wish to portray on their own. The final solution that has been discussed is advocating for cultural changes in the perception of the roles of certain genders in the society. Given today’s advocacy to end discrimination of people based on their sexual gender identity and sexual orientation, ts solution would be more viable. After a careful evaluation of the solutions provided above, ts paper recommends the following. The most important answer wch will contribute to the advancement of social psychology is to conduct further research on the impact of the environment on cldren’s gender identity development. Another recommendation is the treatment of toy manufacturers has implications as part of the most relevant factor that influences toy selection. In conclusion, home, and school environments impact the development of gender identity in cldren. References American Association of Pediatricians. (2017). Gender Ideology Harms Cldren. American Psycatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psycatric Pub. Halim, M. L. D., Walsh, A. S., Tamis-LeMonda, C. S., Zosuls, K. M., & Ruble, D. N. (2018). The Roles of Self-Socialization and Parent Socialization in Toddlers’ Gender-Typed Appearance. Arcves of sexual behavior, 1-9. Lind, G. (2017). The Theory of Moral-Cognitive Development A Socio-Psychological Assessment. In Moral Judgments and Social Education (pp. 25-48). Routledge. Martin, C. L., Andrews, N. C., England, D. E., Zosuls, K., & Ruble, D. N. (2017). A dual identity approach for conceptualizing and measuring cldren’s gender identity. Cld development, 88(1), 167-182. McGeown, S. P. (2015). Sex or gender identity? Understanding cldren’s reading choices and motivation. Journal of Research in Reading, 38(1), 35-46. Newman, B. M., & Newman, P. R. (2017). Development through life: A psychosocial approach. Cengage Learning. Todd, B. K., Barry, J. A., & Thommessen, S. A. (2017). Preferences for ‘Gender‐typed ‘Toys in Boys and Girls Aged 9 to 32 Months. Infant and Cld Development, 26(3). Todd, B. K., Fischer, R. A., Di Costa, S., Roestorf, A., Harbour, K., Hardiman, P., & Barry, J. A. (2018). Sex differences in cldren’s toy preferences: A systematic review, meta‐regression, and meta‐analysis. Infant and Cld Development, 27(2), e2064 Weisgram, E. S. (2016). The cognitive construction of gender stereotypes: Evidence for the dual pathways model of gender differentiation. Sex Roles, 75(7-8), 301-313. 1. Introduction I. Explanation of gender identity development (a) Definition of key terms i. Gender identity ii. Cld development iii. Gender-specific toys (b) Psychological theories about gender identity development i. Kohlberg’s Theory ii. Piaget’s Theory II. Background Information (a) Toy selection criteria in cldren (b) Gender identity stereotyping by toy manufacturers 2. Related Research I. Cld development and sexual identity (a) Physical, cognitive, emotional, and social development. (b) Onset of gender identity and sexual development (c) The role of sex stereotype on cldren’s memory II. Impact of Gender-specific toys on gender identity development (a) The impact of toy characteristics on gender identity (b) The impact of exposure to gender specific toys on the development of gender identity 3. Psychological Intervention I. The main challenge a. The need for more study on the role of toys in influencing gender identity b. Toy manufacturers’ exploitation of gender stereotypes. c. Social impacts: the use of toys to teach certain behaviors to cldren. II. Suggested solutions a. More research into the impact of toys on cld development b. Provision of a wide range of toys for cldren to play with. c. Advocacy for more neutral play environments 4. Conclusion I. Assessment of recommended solutions II. Final recommendations for provision of a range of cld toys and neutral play environments.
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