Introduction
Gender segregation is the division of people according to the social construction that is, male and female. It may also refer to the tendency of the children in this case to play together with their colleagues of the same sex. Children at tender ages normally below three years tend to be non-discriminative in interaction with same or different genders. It's worth noting that children within same age group will more than likely behave in a certain general manner and even react to different situations in particular patterns. Children normally interact well with peers through social play networks which aid in their psychological development process. The choice of school in this study was quite necessary as this is where the children of the same age do interact with their peers more constantly. These interactions normally bear in mind the child self-recognition and emotions. Children who interact more are very popular amongst their peers and will even view themselves as more social competent than the less popular age mates (Bloom, 1996). These children will normally attract large crowds of children across genders to their networks of play and will influence the behaviors of the others most of the times.
Different authors have suggested that gender segregation exists across all cultures. It evolves from the childhood majorly from preschool to adolescence. It is critical to evaluate how this evolution happens. At preschool children normally a lot their time playing with mixed sexes. This behaviour is normally because there is no recognition of material differences based on gender amongst their playmates (Biederman, 1987). However as they progress they tend to congregate around the same gender when playing or in class. In fact according to Maccoby and Jackline (1987) noted that at age six gender segregation is intact that if you were to watch 6-year olds playing in the field you who likely able to see 1 girl –boy group for every 12 boy-boy or girl-girl groupings.
Various theories have been put across by different writers on the reasons for this gender segregation. Common amongst them include play compatibility. This reason has been because children seek to play with those that exhibit the same play styles as them. The most socially competent will seek to their age mates that behave in that similar manner (Kelmer, 2000). Children will learn a lot from the environment and such similarities in actions will be quite attractive to most of them. However, there are those also who believe that there are kids who will likely to learn from others who do different things from them (Dick, Ray & Pick, 2002). The theory of cognitive schemas is one of the reasons held for gender segregation. This concept revolves around being stereotyped that probably boys are rougher while girls are gentle. This phenomenon will probably make boys play rougher games like riding trucks and will consequently make them congregate around that play network. The psychoanalytic theory advanced by Sigmund Freud, which advocated the gender segregation occurs as children repress their sexual feelings during their early stages of development. This segregation means that they interact with other children of the same gender to avoid guilt of associating with sexuality. Operant conditioning also makes boys and girls to play within the same gender. In cases where boys are criticized by fellow age mates to be associating with things that are feminine in nature and the same for girls, such conditioning comes into effect. However, this is rampant for the boy gender as opposed to the girl child (Graham, Williams, & Huber, 1999). The theory focus on children segregation is conditioned by rewards and occasional punishment they are likely to receive from a group. Wherever a child receives rewards from his or her playmates, they are likely to congregate together again and form playmates.
Various researches done on gender segregation trace back from preschool to adolescence stage. Various groups of children have been studied using observational research method using games played amongst the children. Various reactions have been among different groupings of children for a number of researches done. Maccoboy (1998) as well as Macoboy and Jacklin (1974) found out that gender segregation is universal among humans and is a product of early socialization patterns amongst boys and girls which creates compatibilities in styles and hence promote same gender play partners.
One of the greatest significant to gender segregation issues is the fact that both boys and girls receive different spheres of influence. The girls learn to play and associate with her fellow female. Gender defines the kind of plays, clothes and even plays materials girls, and boys have. Games that are war-like and require much energy are for the boys while ladies tend to accept non- aggressive activities (Deak, Ray,& Pick, 2002). These negative stereotype and association parents need to assign roles and responsibility in the family without considering gender. Such action will create confusion and harmonize the societal training with the reality of appreciating each gender and not associating any gender to a particular gender.
There are scholars however who have roped in culture a moderating variable in the context of gender segregation. In instances where children are exposed to multicultural practices behavior will certainly be different as opposed to those that that are in same cultural arena (Smith, Jones & Landau, 1996). This study will try to build on the finding previous studies as well as bridging the gaps.
This study has one main purpose of finding out the social behaviors between the genders of different children with respect to the age groups of four and six years. Further, it looks at the sizes of the playing networks that specific children will engage in at different time intervals.
Methodology
The study focused on boys and girls aged between four and six years old. 252(74 were six years old and 178 were 4-year olds) boys and 252 (70 were six years old and 182 were 4-year olds) girls were observed. The average age was 4.6 yeas while range was found to be 4 and 6.9 years for all the groups. The pupils came from different backgrounds. The ethnic composition of the sample for all the groups composed of the African Americans, Asian Americans, whites; Latin-Hispanics, Native Americans and the rest were grouped as others. The students were recruited from the preschools; elementary, primary school and rest were labeled as others.
The study used observational research design. Two students from each gender were observed. The measurement of performance was done at every 30 seconds for behavior of each student. Scores were recorded for the time spent after every 30 seconds and whether they were in a group and the size and composition of the group.
The data was coded appropriately with study variables in the study being recorded pre –study and some at the point of the study. The details of student's name, id ethnicity, and locality age among others were pre-recorded in the data sheet, to facilitate easier observation and capturing of necessary data at the point of observation. A pre-study visit was carried out, and these details of the students captured with proper permission being sought from the school authorities in advance. At the point of the study, the details of the study variables which were captured included the duration of time that each student spent at the stated time interval in the play networks. These details were then summarized in a tabular form and grouped as same sex, mixed sex, etc. The average group size and composition that the student being observed was in at the stated time intervals were also taken and tabulated accordingly.
Results
The findings from the research were categorized into tables as follows.
The total observations consisted of 504 items under review. Out of these 252 were boys and the rest girls. The composition of this with respect to the different age groups was as follows in the below table.
This data translated to the following percentages
The main aim of this study was to find out the existence of gender segregation among the age groups of 4 years old and 6-year-olds. This measure was done through the generalized sex index GSI which was measured by GSI=SS%-MS%.
Where GSI-Generalized Sex Index
SS-Same Sex
MS- Mixed Sex.
The mean value of the GSI was used to measure the extent of gender segregation whereby the smaller the values, the lower the presence of the gender segregation. On the other hand, for very high values of GSI will indicate very high presence of gender segregation.
The average values were calculated for all the age groups and tabulated as follows;
Discussion
The study was to hypothesize whether there is significant presence segregation amongst the pupils of the two age groups 4-year and 6-yearolds. The measure of this was the generalized sex index (GSI) for the all the observations in the study. The mean GSI was taken for all the observations and for subtle values of this index it indicates non-existent of gender segregation while it indicates very strong presence of gender segregation for very high figures. The results obtained from the above indicated GSI for boys aged 4, GSI of 35.1 for male aged 6, GSI of 28 for girls aged 4 and GSI of 36.1 for girls aged 6.
The intensity of gender segregation is also very high in girls than in boys. The theory of cognitive schema as advanced by some psychologist as the reason for gender segregation comes into play. This theory involves prejudicing or stereotyping on certain aspects of both the girl and boy genders. It believed that the girl child is always gentle and in most cases will pool together.
The other group aspects which came into play is the sizes within which the pupils changed into. From the results obtained the boys’ aged4 year olds showed play networks of average size 3.05.
Boys aged 6 had group average size of 3.81, girls aged four years showed average group size of 3.21 and girls aged 6 showed 2.88. This result depicts a scenario that most of the pupils do interact with each other in groups of more than three at any particular time. It would be difficult to note that most of the pupils are attracted to emotions and behaviors of their peers at these tender ages. This behavior in turn will show that gender segregation was present among the various groupings.
Conclusion
This study examined the relationship between gender segregation and children age groups between four and six years old. Further, it studied the size of the groups in the pupils congregated themselves into during their play networks. Two pupils were observed from each of the twelve groups between stated time intervals. The major findings of the study were that there exists a high presence of gender segregation among age groups six (6) than age group four (4). Further girls were found to exhibit more gender segregation than boys. It was also evidenced that the intensity of gender segregation increases with age progression from pre- school to adolescents. Finally, it was noted that many of the observations for the most of the pupils showed that they congregated in groups of more than three members for all the age groups and gender. Parents can play a significant role in neutralizing perception of gender stereotype girls and boys develop as they associate with one another during ages 4years and 6 years. However, by assigning households duties not considering gender is one way parents can assist in ensuring children are brought up who respect one another and in love.
References
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