Gender and Social Cognitive Development †MyAssignmenthelp.com

Question: Discuss about the Gender and Social Cognitive Development. Answer: Introduction The current study focuses upon the aspect of developmental psychology. Developmental psychology plays an important role in the transition of a person from childhood to adulthood. In this respect, a number of societal factors interplay to shape the emotional and cognitive development of an individual. The assignment further discusses the development of psychology based upon the gender roles. The gender roles are influenced by a huge number of societal factors; to the least the biological factors. For example, women are associated with love and sacrificial nature and duties whereas the men are assumed to be physically more bulky, muscular and less emotional or dominant compared to their female counterparts. The roles are entrusted upon specific genders based upon a number of societal beliefs and designs. These could be further explained with the help of a number of psychological theories. In this respect, two specific theories have been highlighted for explaining gender roles development in individuals such as the biosocial theory and cognitive developmental theory. The biosocial theory states the biological events influence the development of a gender. These are guided by a complex set of prenatal events, as sex is assigned to the child within the womb of the mother. It is guided by genetics where the fusion of the XX or XY chromosomes determines that whether it would be a girl or a boy child. Additionally, the hormonal factors are further integrated to the development of specific genders. Additionally, the social reactions also play a crucial role in the development of gender sensitivity in the children. As mentioned by Helgeson (2016), from early stages of their development the child ren are provided with gender specific choices. For example, the girls are made to play with dolls whereas the boys are made to play with trucks etc. This gender specific growth environment often develops feelings such as dominance, supremacy in the males whereas the females are assigned with the role of care giver. With puberty a large amount of gender specific hormones are released within an individual. These are responsible for the development of the sexual organs along with the male and female secondary sexual characteristics. As reported by Simmons (2017), the surrounding environment and social reaction also plays a crucial role in the development of gender identity which further dictates the aspect of gender role uptake. As per the biosocial theory the sexual reassignment is done between 18 months to three years of age. The mannerisms in which the mother talks to the child such as referring to them as specific gender also plays a crucial role in the shaping the gender vision in the child (McGuire, Kuvalanka, Catalpa Toomey, 2016). The second theory which could be discussed over here is cognitive development theory. The theory states that gender identity is acquired within an individual though a number of cognitive steps. The stages have been further divided into gender identity, gender stability and gender consistency. The gender identity is established by 2-3 years of age when a child learns to recognise themselves as male or female. By 4 years of age, the gender identity is more re-enforced in the child, which corresponds to the stage of gender stability. By 5-7 years of age children achieve gender consistency and realize that their sex is stable across situations. In both situations the role of the parents and the surrounding environment of the children are of crucial importance. As argued by Martin (2012), the cognition is much affected by the influence of the society and the peers. For example, a girl who is brought up in a strong home environment often assumes stronger gender roles rather than only a fam ily carer. On the other hand, the men who grow up within a docile and subjugate environment often depict less courage while taking important family decisions and are dependent upon the rest. Hence, discretion to such gender sensitive behaviour is often controlled by parenting styles. Commanding parents often results in rebellious child, whereas supportive parents have e been seen to produce mentally stronger children. Children in establishing a sound knowledge of their own gender A number of factors contribute towards the development of sound knowledge regarding gender in children. The differential norms helps of the society are responsible for the development of gender role stereotypes. As mentioned by Leaper (2015), the language, culture and attitude adopted by parents while dealing with individual gender further shapes their gender identity. As commented by McGuire, Kuvalanka, Catalpa Toomey (2016), by 5 years of age the boys would prefer playing with more gender specific toys. At this stage, the parents generally engage playful activities with same sex peers in the children. The sound knowledge regarding gender is however developed by 7 years of age and later. During this stage, the children are seen to be more comfortable around their gender identity and could clearly differentiate between the preferences between the two genders. The gender segregation is often continued in primary school which could be attributed to the selection of playful activities (Meyers?Levy Loken, 2015). As argued by Cvencek, Greenwald Meltzoff (2016), the gender specific roles are much attributable to the societal pressures. Some of these are so pronounced in the early stages of childhood that they are even exhibited in the form of division of labour. For example, the girls in many Asian and developing countries are made to indulge in household activities from a very early age. These gender roles are even carried by them in their adulthood where women are seen as the sole carers of the family. Hence, the women in the family have a strong influence upon gender roles adopted by the children depending on the manner in which they are treated in early childhood. It has been noticed that there is a gradual shift in gender associated values and qualities with age. The men with age become more dependent upon their female counterpart, whereas the women take stronger roles in the family (Bjorklund Causey, 2017). Conclusion The current study focuses upon the aspect of development of gender role and identity. It has been further supported with the help of a number of f developmental psychology theories. The theories stresses upon a number of societal and environmental factors in the development of gender roles. Additionally, the perception and values entrusted by parents and peers also plays a crucial role in the development of gender specific roles. The gender images are often more pronounced by the societal factors which further affect the psychological pattern development of an individual. References Bjorklund, D. F., Causey, K. B. (2017).Children's thinking: Cognitive development and individual differences. London: Sage Publications, 125-313. Cvencek, D., Greenwald, A. G., Meltzoff, A. N. (2016). Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity.Journal of Experimental Social Psychology,62, 50-57. Helgeson, V. (2016).Psychology of gender. Abingdon: Routledge, 55-85. Leaper, C. (2015). Gender and Social?Cognitive Development.Handbook of child psychology and developmental science, 46-65. Martin, C. L. (2012). Cognitive theories of gender development. InThe developmental social psychology of gender(pp. 105-136). London: Psychology Press. McGuire, J. K., Kuvalanka, K. A., Catalpa, J. M., Toomey, R. B. (2016). Transfamily theory: How the presence of trans* family members informs gender development in families.Journal of Family Theory Review,8(1), 60-73. Meyers?Levy, J., Loken, B. (2015). Revisiting gender differences: What we know and what lies ahead.Journal of Consumer Psychology,25(1), 129-149. Simmons, R. G. (2017).Moving into adolescence: The impact of pubertal change and school context. Abingdon:Routledge, 111-124.