Influence of gender stereotypes on the socialization of the children of older preschool age

Abstract

Within the framework of the theoretical analysis of psychological and pedagogical sources, the content and essence of the concepts “gender”, “gender socialization”, “gender sociability”, “gender stereotypes” were clarified and pedagogical conditions, namely: organization of an effective subject-playing area of the group for meaningful enriching the experience of gender communication in the children’s team; stimulation of the interaction of different gender subjects in a single social-and-developmental educational environment of a preschool educational institution; presence of positive incentives for interaction in a mixed-gender group as a factor in the formation of a child’s gender competence were determined. It was proven that their implementation was ensured through an optimal combination of effective forms and methods of working with children of older preschool age, aimed at the formation of gender socialization, culture of relationships with peers of the same and opposite gender, a tolerant attitude towards them, and ability to establish friendly partner relationships. Specified pedagogical conditions were implemented at three successive stages: cognitive-oriented, organizational-targeted, activity-directive, using the following forms and methods of work as: a series of games, exercises, conversations, communication, work in nature, method of problem situations aimed at raising children’s awareness of gender roles.