Tests the ability of 43 children, ranging in age from 20 months to 40 months, to discriminate between pictures of boys and girls and male and female adults. Compares children who passed this gender-task with those who failed it on three behaviors most often categorized as sex-typed: toy choice, aggression, and peer playmate selection. (HOD)

Describes a study of the relationship between the play styles of 2- to 3-year-olds and the types of social reactions they receive. Reports that gender is one significant determinant: high activity level in girls received few positive reactions from either peers or teachers, and traditional sex-role behaviors elicited more positive responses. (KH)

In a study of differential socialization of boys and girls by mothers and fathers, families of 12 and 18 month olds, and 5 year olds, were examined at home. There were several differences in mothers' and fathers' reactions to boys and girls. Implications for further studies of parental sex-role socialization are discussed. (GLR)

Attractiveness ratings of 50 children (26 males and 24 females) aged 12-38 months are studied in relation to adults' socializing behavior and attitude toward them. Correlations between attractiveness scores and child behavior reflect sex differences. A greater impact of attractiveness on girls' development than boys is noted. (SLD)

Based on observations of children ages 21-25 months in play groups, investigates reactions of both peers and teachers to behaviors that could be identified and coded as male, female, or neutral. (Author/NH)

Analyzed reactions 15 boys and 19 girls received from adults and peers when subjects attempted to communicate and physically assert control. At 14 months, children's behavior did not differ by sex, but caregivers differentiated responses by sex; at 24 months, children's behavior differed by sex, but caregivers did not differentiate their responses…

Two-year-olds and four-year-olds were placed with male and female adults in a play situation where the children were forced to control the choice of toys and mode of interaction. The four-year-olds elicited different types of play behaviors from male and female adults; the younger children did not. (Author/KH)

Relations between children's ability to apply gender labels, their tendency to sex-typed behavior, and their parents' attitudes and reactions toward sex-typed behaviors were studied. (PCB)

Examined gender labeling and gender stereotyping in toddlers and their relationship to mothers' sex-role attitudes and responses to their children's sex-typed behavior in a free-play situation. Toddlers who understood gender labels displayed more knowledge of gender stereotypes than those who did not. (GLR)

The assertive acts of 48 toddlers and the responses of peers and teachers were registered. It is argued that the higher response rate recorded for boys' acts informs the child that such behavior will produce an effect in his world, while the lack of response to girls' acts suggest the opposite to girls. (Author/RDN)

Preschool children were observed in a natural setting in order to examine the continuity of their play styles over a period of one year. Changes in play styles appeared to be affected by peer or teacher intervention. In particular, male peer groups effectively shaped male sex-typed behavior even when they engaged in play activities not…

Forty experienced and inexperienced teachers, twenty male and twenty female, were observed in preschool classes to determine (1) what determines differential responses to boys and girls with regard to sex-preferred behaviors, and (2) whether male and female teachers differ in their teaching styles. (ST)

Children of 18 months classified as secure or insecure/avoidant by means of the Ainsworth Strange Situation were observed at home and in a playgroup. Teachers and observers rated girls classified as insecure/avoidant as being more difficult to deal with and having more difficulty with peers than girls rated as securely attached. (PCB)

To study responses of parents and other adults to children in risky situations, series of photographs of children in risk taking situations were rated by subjects. Two studies indicated that male and female reactions to meanings of child behaviorism were similar while sex differences in tendencies toward intervention did occur. (Author/DST)

Examines influences of peer relations on the development of social and cognitive competence. Discusses implications of differences in boys' and girls' play styles for cognitive skills and the development of intimacy. Notes that gender segregation is initiated and maintained within the peer group. (BAC)