SOCIO-EMOTIONAL
4.) Finally the relative amount of
DEVELOPMENT AND ITS
PEDAGOGICAL IMPLICATIONS
*THEORIES OF GENDER ROLE
DEVELOPMENT
- emphasizes the role of biological
differences between the sexes
-emphasizes social influences on children
-What society does to children?
-what children do to themselves as they try
to understand gender and all its
implications.
Here are some socio- emotional theory of
pedagogical implication:
BIOSOCIAL THEORY (John Money and Anke
ehrhardt)
-Proposed by John Money and Anke
Ehrhardt
-in which biological events influence the
development of boys and girls
-also focuses on ways in which early
biological development influence how
people react to a child.
A.) Chromosomes, Hormones, and Social
Labelling
- Male (XY)
- Female (XX)
a.) Four critical events that affects a
person's eventual preference for the
masculine or feminine role:
1.) If certain genes on the Y
chromosome are present a previously and
undifferentiated tissue develops into testes
as the embryo develops
2.) At a second critical point the testes of
a male embryo normally secrete more of
the male hormone testosterone
3.) At a third critical point 3 to 4 months
after conception secretion of additional
testosterone by the testes leads to the
growth of a penis and scrotum. If the
testosterone is absent female external
genitalia (labia and clitoris) will form.
testosterone alters the development of the
brain and nervous system.
- Once a biological male or female is born
social labeling and differential treatment of
girls and boys interact with biological
factors to steer development
B.) Evidence of Biological Influence
-good deal of evidence suggests that
biological factors influence the
development of males and females in many
species of animals.
-also evident in studies of children who are
exposed to the wrong hormone prenatally.
-in addition, male exposure to testosterone
and other male hormones may be part of
the reason why males are more likely than
females to commit violent acts.
C.) Evidence of Social-labeling Influence
- How a child is labeled and treated can also
have a considerable impact on gender
development.
PSYCHOANALYTIC THEORY (Sigmund
Freud)
SIGMUND FREUD
-Is an Austrian neurologist and the founder
of psychoanalysis.
- Freud's psychoanalytic theory of gender
development suggests that gender
development takes place during the third
stage of his psychosexual theory of
personality development.
Phallic Stage
- The third stage of Freud's psychosexual
theory wherein masturbation and focus on
the genitals are the sources of pleasure.
- The stage where the most controversial
theory of Freud occurs which are the
Oedipus complex for boys and the Electra
complex for girls.
OEDIPUS COMPLEX
- Derived from the Greek Myth Oedipus, a
young man who killed his father and
married his mother.
- For young boys, the Oedipus complex
arises because the boy develops sexual
(pleasurable) desires for his mother. He
wants to possess his mother exclusively and
get rid of his father to enable him to do so.
- The boy solves this conflict by identifying
himself to the masculine dad-type
behaviors.
* Identification means adopting the values,
attitudes, and behaviors of another person.
ELECTRA COMPLEX
- For girls, the Electra complex is less than
satisfactory. The girl desires the father, but
realizes that she does not have a penis. This
leads to the development of penis envy and
the wish to be a boy.
- To solve this conflict, the girl then
represses her feelings and identifies with
the mother to take on the female gender
role.
SOCIAL LEARNING THEORY (Albert
Bandura and Walter Michel)
- According to Social Learning theorists such
as Albert Bandura and Walter Mischel,
children learn masculine or feminine
identities, preferences, and behaviors in
two ways. Differential Reinforcement and
Observational Learning.
Differential Reinforcement
- Parents use differential reinforcement to
teach boys how to be boys and girls how to
be girls.
Observational Learning
- The process of learning by watching
behaviors of others.
- Social Learning theorists emphasize that
observational learning also contributes in
important ways to gender typing.
COGNITIVE THEORY (Lawrence Kohlberg)
- If children understand their gender, they
actively teach themselves to be girl or boy.
Cognitive-Development Theory
- Lawrence explained why boys and girls
adopt traditional gender roles even when
their parents do not want to do so.
a. Gender-role development depend on
stage-like changes in cognitive
development; children must acquire certain
understanding about gender before they
will be influenced by their social experience.
b. Children engage in self- socialization;
instead of being passive targets of social
influence, they actively socialize
themselves.
Gender typing stablished according to the
cognitive process and those process are:
1. Basic gender identity stablished at
the
Age of 3.
2. Later the child identity acquires
Gender stability
3. The gender concepts complete,
Somewhere between the age of
5and 7
Gender Schema Theory (Carol Martin and
Charles)
Carol martin and Charles proposed gender
schema theory
- Organized sets of beliefs and expectation
about males and females that influence the
kinds of information they will attend to and
remember.
-They argue that gender typing comes with
self-socialization at the age of 2 or 3.
-When Children recognize some object,
behavior and roles as appropriate for male
or female that associated with social
interaction.