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| Research article summary (published 30 May 2002): |
Gender influences on preschool children's social problem-solving strategies.
Full Abstract
The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.
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Author information
Author/s: Walker, Sue (S); Irving, Kym (K); Berthelsen, Donna (D);
Affiliation: Centre for Applied Studies in Early Childhood, Queensland University of Technology, Brisbane, Australia. sx.walker@qut.edu.au
Journal and publication information
Publication Type: Journal Article; Research Support, Non-U.S. Gov't
Journal: The Journal of genetic psychology (J Genet Psychol), published in United States. (Language: eng)
Reference: 2002-Jun; vol 163 (issue 2) : pp 197-209
Dates: Created 2002/07/03; Completed 2003/02/10; Revised 2007/03/30;
PMID: 12095089, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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