Gender influences on preschool children's social problem-solving strategies
The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls were more competent in their responses than boys and were less likely to propose strategies involving retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.
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|Item Type:||Journal Article|
|Keywords:||gender differences, preschool children, social problem solving, social competence|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Psychology not elsewhere classified (170199)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2002 Heldref|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||27 May 2005|
|Last Modified:||01 Sep 2010 12:38|
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