The Effects of Stereotyped Toys and Gender on Play Assessment in Children Aged 18-47 Months

Isabelle D. Cherney · Lisa Kelly‐Vance · Katrina Gill Glover · Amy Ruane · Brigette Oliver Ryalls

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Developmental and Educational Neuropsychology Early Childhood Education and Development Child Therapy and Development

Abstract

The goals of the present study were to identify the impact particular stereotyped toys have on young children's complexity of play; to identify how these behaviours may influence children's cognitive development using play assessment; and to ascertain the toys that would be most appropriate for use in play assessment sessions. A total of 30 children who ranged in age from 18-47 months were observed playing for 30 minutes in a playroom. Analyses revealed that higher levels of play complexity were only manifested when children played with female stereotyped toys. The implications for practitioners of this and other findings are discussed.

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2006Gender-linked Differences in the Toys, Television Shows, Computer Games, and Outdoor Activities of 5- to 13-year-old Children 2009The acquisition of gender labels in infancy: Implications for gender-typed play.2005Characteristics of Boys' and Girls' Toys 2016Gender stereotypes in education: Development, consequences, and interventions 2014Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences 2020How Large Are Gender Differences in Toy Preferences? A Systematic Review and Meta-Analysis of Toy Preference Research 2018Parents’ Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics

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