Kohlberg's theory (cognitive explanations)

Cognitive - developmental approach

Cognitive because a child's THINKING about their gender is emphasized

Developmental because the theory involves CHANGES in thinking over time

Piaget

The way a child thinks changes with age, its a biological process

Kohlbergs stages of gender development related to Piaget's ideas

Stage 1

Gender identity, 2-3 years

Begin to understand they are a boy or girl

Don't understand that own and others gender is constant across time and situations

Can apply gender labels correctly, mummy, daddy, boy, girl

Understanding of gender is based on external physical characteristics like clothes and hair length

Stage 2

Gender stability, 3-4 years

Understands their gender will remain the same across time

Dont understand others genders stay the same across time and situations

Gets confused about external changes in aparance like hair length and clothes

Stage 3

Gender constancy, around 6 years

No longer fooled by outside appearances such as thinking a man with long hair is a woman

Recognises that gender remains the same across time and situations

Often have an understanding of biological differences

Complete understanding of gender

Gender constancy is

The point where a child seeks out gender appropriate role models to identify with and immitate.

Stereotyping begins

One strength is supporting research evidence

Damon told children a story of a boy who liked to play with dolls

Children were asked to comment

4 year olds said it was fine. 6 year olds said it was wrong, they had developed rules about what they ought to do (gender stereotyping)

suggests children who have achieved constancy have formed stereotypes regarding gender appropriate behaviour.

One limitation is studies contradicting kohlbergs theory

Bussey and bandura found children as young as 4 years old reported 'feeling good' about playing with gender appropriate toys and ‘bad‘ about doing the opposite

this contradicts Kohlberg's theory and suggests children begin to absorb gender appropriate information as soon as they develop gender identity.

One limitation is metdology of supporting studies

Bem suggests it is no wonder younger children are confused by changes in appearance because our culture distnguishes gender through e.g. clothes and hairstyle

Bem found 40% children aged 3-5 showed constancy if they were first shown a naked photo of the child-to-be identified

This suggests the typical way of gender constancy may misrepresent what younger children actually know.

Another limitation is there may be different degrees of constancy

Martin et al suggest an initial degree of constancy may help children choose friends or seek gender information, for instance, develops before age 6.

A second degree (which develops later) may heighten responsiveness to gender norms under conditions of conflict, such as choosing appropriate clothes or attitudes

This suggests that the acquisition of constancy may be a more gradual process and begins earlier than Kohlberg thought.