# data[].attributes.body
 constant exposure to the same dated concepts in the media over and over, starting before preschool and lasting a lifetime -- concepts like: Boys are smarter than girls; certain jobs are best for men and others for women; and even that girls are responsible for their own sexual  problems.

# data[].attributes.body
People at restaurants like McDonald are assuming hat toys that are feminine or masculine, that are preferred by girls or boys.

https://www.youtube.com/watch?v=swSy6pdAS-0

# data[].attributes.body
female-typed interests predicted female-typed skills, but not the reverse, adolescent female-typed skills (but not interests) predicted working in female-typed occupations in young adulthood, and there were no links between female-typed interests or skills and income.
https://www.ncbi.nlm.nih.gov/pubmed/25843956/

# data[].attributes.body
Results revealed that the longitudinal linkages between male-typed interests and skills were bidirectional, that both male-typed interests and skills in adolescence predicted working in male-typed occupations in young adulthood, and that skills, but not interests, predicted income.

# data[].attributes.attachment_link.title
Longitudinal Associations Between Gender-typed Skills and Interests and Their Links to Occupational Outcomes.

# data[].attributes.body
Not only preschool-age children tend to self-segregate by gender, but that segregation leads to the development of different sets of social skills, styles, expectations and preferences.

Over time it may become harder for children to interact compatibly with children of the opposite gender, say study authors Carol Lynn Martin, PhD, and Richard A. Fabes, PhD, of Arizona State University.

# data[].attributes.attachment_link.readable_text
In Brief

July/August 2001, Vol 32, No. 7

Print version: page 17

CITE THIS

Cohen, J. (2001, July). Time spent playing with peers influences gender-typed behaviors in young children. Monitor on Psychology, 32(7). http://www.apa.org/monitor/julaug01/peerplay

Boys will be boys--and girls will be girls--the more time they spend with same-sex peers, a study in the May issue of APA's Developmental Psychology (Vol. 37, No. 3) finds. Not only do preschool-age children tend to self-segregate by sex, but that segregation leads to the development of different sets of social skills, styles, expectations and preferences.

Over time it may actually become harder for children to interact compatibly with children of the opposite sex, say study authors Carol Lynn Martin, PhD, and Richard A. Fabes, PhD, of Arizona State University.

"You become more competent and comfortable in that style of interaction," says Martin, "and so it's a mutually reinforcing cycle that continues." Preference for sex-segregated play begins at around 2-and-a-half for girls and 3-years-old for boys. By 3- to 4-years-old, in preschool settings, the majority of both boys' and girls' social interactions are with members of the same sex.

The study's sample included 61 children (28 boys and 33 girls) ages 3 to 6 at a university daycare facility. Using what Martin called a "snapshot approach," a picture of the behavior of each individual child in the study emerged by compiling a series of 10-second observations. Nearly 20,000 observations were collected over the course of the study, which lasted six-and-a-half months. "The best picture we got of stability was when we put together a lot of these snapshots," she says. Martin and Fabes found that sex segregation is very strong and moderately stable over time. "In just a few short months, we were seeing the effects of children's same-sex play," says Martin. Girls tend to be encouraging and supportive, she notes. They tend to play indoors and near adults. They play house and other games that require more verbal interaction. "Girls tend to be pretty cooperative with each other," she says.

"Boys are more concerned with dominance and who's in charge, who's the boss." They like rough-and-tumble games and play outdoors. Super-hero play is a common game.

These stereotypical behaviors and tendencies were not universal, however.

"This finding, the effectiveness of peers on children's behavior, wasn't consistent across all children. The more children play with same-sex peers, the more we saw those effects on them," Martin says. She calls this "the social dosage effect."

Though children spend a lot of time playing with same-sex peers (and little with other-sex play partners), they also spend a significant amount of time playing with both girls and boys in mixed-sex groups, Martin says. "Are there advantages to playing with mixed-sex groups and playing with the other sex?" asks Martin. "There is something positive about being comfortable with a variety of interaction styles."
--J. COHEN

APA maintains an archive of our published material throughout our websites. From time to time, you may come across a page that includes outdated science or missing details that could be improved. If you believe that this is one of those pages, please let us know.

# data[].attributes.attachment_link.title
Time spent playing with peers influences gender-typed behaviors in young children

# data[].attributes.attachment_link.description
In Brief July/August 2001, Vol 32, No. 7 Print version: page 17 CITE THIS Cohen, J. (2001, July). Time spent playing with peers influences gender-typed behaviors in young children. Monitor on Psychology, 32(7). http://www.apa.org/monitor/julaug01/peerplay Boys will be boys--and girls will be girls--the more time they spend with same-sex peers, a study in the May issue of APA's Developmental Psychology (Vol.

# data[].attributes.body
Girls tend to be pretty cooperative with each other," she says.

"Boys are more concerned with dominance and who's in charge, who's the boss." They like rough-and-tumble games and play outdoors. Super-hero play is a common game.

These stereotypical behaviors and tendencies were not universal, however.

"This finding, the effectiveness of peers on children's behavior, wasn't consistent across all children. The more children play with same-gender , the more we saw those effects on them," Martin says.

# data[].attributes.attachment_link.readable_text
In Brief

July/August 2001, Vol 32, No. 7

Print version: page 17

CITE THIS

Cohen, J. (2001, July). Time spent playing with peers influences gender-typed behaviors in young children. Monitor on Psychology, 32(7). http://www.apa.org/monitor/julaug01/peerplay

Boys will be boys--and girls will be girls--the more time they spend with same-sex peers, a study in the May issue of APA's Developmental Psychology (Vol. 37, No. 3) finds. Not only do preschool-age children tend to self-segregate by sex, but that segregation leads to the development of different sets of social skills, styles, expectations and preferences.

Over time it may actually become harder for children to interact compatibly with children of the opposite sex, say study authors Carol Lynn Martin, PhD, and Richard A. Fabes, PhD, of Arizona State University.

"You become more competent and comfortable in that style of interaction," says Martin, "and so it's a mutually reinforcing cycle that continues." Preference for sex-segregated play begins at around 2-and-a-half for girls and 3-years-old for boys. By 3- to 4-years-old, in preschool settings, the majority of both boys' and girls' social interactions are with members of the same sex.

The study's sample included 61 children (28 boys and 33 girls) ages 3 to 6 at a university daycare facility. Using what Martin called a "snapshot approach," a picture of the behavior of each individual child in the study emerged by compiling a series of 10-second observations. Nearly 20,000 observations were collected over the course of the study, which lasted six-and-a-half months. "The best picture we got of stability was when we put together a lot of these snapshots," she says. Martin and Fabes found that sex segregation is very strong and moderately stable over time. "In just a few short months, we were seeing the effects of children's same-sex play," says Martin. Girls tend to be encouraging and supportive, she notes. They tend to play indoors and near adults. They play house and other games that require more verbal interaction. "Girls tend to be pretty cooperative with each other," she says.

"Boys are more concerned with dominance and who's in charge, who's the boss." They like rough-and-tumble games and play outdoors. Super-hero play is a common game.

These stereotypical behaviors and tendencies were not universal, however.

"This finding, the effectiveness of peers on children's behavior, wasn't consistent across all children. The more children play with same-sex peers, the more we saw those effects on them," Martin says. She calls this "the social dosage effect."

Though children spend a lot of time playing with same-sex peers (and little with other-sex play partners), they also spend a significant amount of time playing with both girls and boys in mixed-sex groups, Martin says. "Are there advantages to playing with mixed-sex groups and playing with the other sex?" asks Martin. "There is something positive about being comfortable with a variety of interaction styles."
--J. COHEN

APA maintains an archive of our published material throughout our websites. From time to time, you may come across a page that includes outdated science or missing details that could be improved. If you believe that this is one of those pages, please let us know.

# data[].attributes.attachment_link.title
Time spent playing with peers influences gender-typed behaviors in young children

# data[].attributes.attachment_link.description
In Brief July/August 2001, Vol 32, No. 7 Print version: page 17 CITE THIS Cohen, J. (2001, July). Time spent playing with peers influences gender-typed behaviors in young children. Monitor on Psychology, 32(7). http://www.apa.org/monitor/julaug01/peerplay Boys will be boys--and girls will be girls--the more time they spend with same-sex peers, a study in the May issue of APA's Developmental Psychology (Vol.

# data[].attributes.body
Though children spend a lot of time playing with same-sex peers (and little with other-sex play partners), they also spend a significant amount of time playing with both girls and boys in mixed-sex groups, Martin says. "Are there advantages to playing with mixed-sex groups and playing with the other sex?" asks Martin. "There is something positive about being comfortable with a variety of interaction styles."

# data[].attributes.attachment_link.readable_text
In Brief

July/August 2001, Vol 32, No. 7

Print version: page 17

CITE THIS

Cohen, J. (2001, July). Time spent playing with peers influences gender-typed behaviors in young children. Monitor on Psychology, 32(7). http://www.apa.org/monitor/julaug01/peerplay

Boys will be boys--and girls will be girls--the more time they spend with same-sex peers, a study in the May issue of APA's Developmental Psychology (Vol. 37, No. 3) finds. Not only do preschool-age children tend to self-segregate by sex, but that segregation leads to the development of different sets of social skills, styles, expectations and preferences.

Over time it may actually become harder for children to interact compatibly with children of the opposite sex, say study authors Carol Lynn Martin, PhD, and Richard A. Fabes, PhD, of Arizona State University.

"You become more competent and comfortable in that style of interaction," says Martin, "and so it's a mutually reinforcing cycle that continues." Preference for sex-segregated play begins at around 2-and-a-half for girls and 3-years-old for boys. By 3- to 4-years-old, in preschool settings, the majority of both boys' and girls' social interactions are with members of the same sex.

The study's sample included 61 children (28 boys and 33 girls) ages 3 to 6 at a university daycare facility. Using what Martin called a "snapshot approach," a picture of the behavior of each individual child in the study emerged by compiling a series of 10-second observations. Nearly 20,000 observations were collected over the course of the study, which lasted six-and-a-half months. "The best picture we got of stability was when we put together a lot of these snapshots," she says. Martin and Fabes found that sex segregation is very strong and moderately stable over time. "In just a few short months, we were seeing the effects of children's same-sex play," says Martin. Girls tend to be encouraging and supportive, she notes. They tend to play indoors and near adults. They play house and other games that require more verbal interaction. "Girls tend to be pretty cooperative with each other," she says.

"Boys are more concerned with dominance and who's in charge, who's the boss." They like rough-and-tumble games and play outdoors. Super-hero play is a common game.

These stereotypical behaviors and tendencies were not universal, however.

"This finding, the effectiveness of peers on children's behavior, wasn't consistent across all children. The more children play with same-sex peers, the more we saw those effects on them," Martin says. She calls this "the social dosage effect."

Though children spend a lot of time playing with same-sex peers (and little with other-sex play partners), they also spend a significant amount of time playing with both girls and boys in mixed-sex groups, Martin says. "Are there advantages to playing with mixed-sex groups and playing with the other sex?" asks Martin. "There is something positive about being comfortable with a variety of interaction styles."
--J. COHEN

APA maintains an archive of our published material throughout our websites. From time to time, you may come across a page that includes outdated science or missing details that could be improved. If you believe that this is one of those pages, please let us know.

# data[].attributes.attachment_link.title
Time spent playing with peers influences gender-typed behaviors in young children

# data[].attributes.attachment_link.description
In Brief July/August 2001, Vol 32, No. 7 Print version: page 17 CITE THIS Cohen, J. (2001, July). Time spent playing with peers influences gender-typed behaviors in young children. Monitor on Psychology, 32(7). http://www.apa.org/monitor/julaug01/peerplay Boys will be boys--and girls will be girls--the more time they spend with same-sex peers, a study in the May issue of APA's Developmental Psychology (Vol.

# data[].attributes.body
For parents, it’s the same message as for teachers: Strongly gender-typed toys might encourage attributes that aren’t ones you actually want to foster. For girls, this would include a focus on attractiveness and appearance, perhaps leading to a message that this is the most important thing—to look pretty. For boys, the emphasis on violence and aggression (weapons, fighting, and guns aggression) might be less than desirable in the long run.

# data[].attributes.attachment_link.title
What the Research Says: Gender-Typed Toys

# data[].attributes.attachment_link.description
What makes a good toy for a young child? NAEYC asked two researchers about what their work tells us about toys, children, and play.

# data[].attributes.body
constant effort to manage a persons everyday life in with gender norms produces anxiety, insecurity, stress and low self-esteem for both boys and girls, and both for ‘popular’ young people and those who have low status in school.” The findings ended up forming the basis of a book, Doing Gender in the Playground, about negotiating gender roles in schools.

# data[].attributes.attachment_link.readable_text
Raising children in societies that adhere to rigid gender roles, with fixed ideas about what should be considered "masculine" and "feminine," can actually be detrimental to their physical and mental health, according to a study that observed 14-year-olds' interactions over a three month period.

"Usually we think of gender as natural and biological, but it's not... We actually construct it in ways that have problematic and largely unacknowledged health risks," lead researcher Maria do Mar Pereira, the deputy director for the University of Warwick's Centre for the Study of Women and Gender, explained in an interview with ThinkProgress.

Pereira drew her conclusions after being embedded in a class of teenagers in Lisbon, Portugal. The kids in the study knew they were being observed by Pereira - who participated in all aspects of their everyday lives, including attending classes, eating lunch in the cafeteria, playing on the playground, and joining them on trips to the mall after school - but they didn't know her specific area of focus. In addition to her one-on-one interviews with each teen, her observations allowed her to track the ways they interacted with their ideas about masculinity and femininity.

Pereira observed both boys and girls regulating their behavior in potentially harmful ways in order to adhere to gender norms. For instance, even girls who enjoyed sports often avoided physical activity at school because they assumed it wouldn't be a feminine thing to do, they worried they might look unattractive while running, or they were mocked by their male peers for not being good enough. The girls also put themselves on diets because they believed desirable women have to be skinny.

"All of the girls were within very healthy weights, but they were all restricting their intake of food in some way. So what we're really talking about here is 14-year-old girls, whose bodies are changing and developing, depriving themselves at every meal," Pereira said. "In the extreme, that can lead to things like eating disorders. But even for the women who don't reach the extreme, it can be very unhealthy for them."

Meanwhile, the male participants in the study all faced intense pressure to demonstrate the extent of their manliness, which led to what Pereira calls "everyday low-level violence": slapping and hitting each other, as well as inflicting pain on other boys' genitals. They were encouraged to physically fight each other if they were ever mocked or offended. They felt like they had to drink unhealthy amounts of alcohol because that's what a man would do. And they were under certain mental health strains, too; struggling with anxiety about proving themselves and suppressing their feelings, all while lacking a strong emotional support system.

Ultimately, the study concluded, "this constant effort to manage one's everyday life in line with gender norms produces significant anxiety, insecurity, stress and low self-esteem for both boys and girls, and both for 'popular' young people and those who have lower status in school." The findings ended up forming the basis of a book, Doing Gender in the Playground, about negotiating gender roles in schools.

But it doesn't have to be this way. The teens who participated in the Lisbon study - including the kids who bullied others and the kids who were victims of bullying themselves - weren't happy about the gender roles they were expected to follow. In their one-on-one interviews, they all said they didn't actually like paying so much attention to the right "feminine" and "masculine" behaviors, and just assumed that's what they were supposed to do. When Pereira concluded her research and held a group meeting to explain her results to the kids, they were amazed to learn that everyone was on the same page about that.

"It was a revealing experience for them to be in that room and realize they were all performing and no one was happy about it," she recounted. Slowly, things started to change. Pereira acknowledges it's not like it was "suddenly paradise," but she noticed the kids stopped mocking their peers as much for falling outside the bounds of traditionally gendered behavior. Girls and boys started to become more integrated in athletic activities. There was less physical fighting. And some of the kids' parents even started calling Pereira to tell her about positive changes in their behavior.

Although Pereria's observations took place at a school in Lisbon, she believes her results have widespread implications for Western nations that are subject to similar cultural messages about gender. Indeed, previous research in British and American schools has reached many of the same conclusions as her study. Sociologists agree that children " learn gender" from being subjected to society's expectations, even though pressuring kids to conform to those rigid roles can end up having serious mental health consequences for the children whose parents try to over-correct their behavior. There are countless examples of schools becoming environments where gender stereotypes are strictly policed and kids are even sent home for wearing the "wrong" type of clothing.

The Lisbon findings could also give people hope about the possibility of creating a different kind of approach to these issues. It's important to remember that teens are still shaping their attitudes about what it means to be a man or a woman.

"Sometimes adults think it's impossible to change gender norms because they're already so deeply entrenched. But they're much more entrenched in adults than they are in young people," Pereira pointed out. "It's actually fairly easy to reach young people if you create opportunities for discussion, if you get them to think about their own experiences."

# data[].attributes.attachment_link.title
Forcing Kids To Stick To Gender Roles Can Actually Be Harmful To Their Health

# data[].attributes.attachment_link.description
Raising children in societies that adhere to rigid gender roles, with fixed ideas about what should be considered "masculine" and "feminine," can actually be detrimental to their physical and mental health, according to a study that observed 14-year-olds' interactions over a three month period. "Usually we think of gender as natural and biological, but it's not...

# data[].attributes.body
teens who participated in the Lisbon study — including the kids who bullied others and the kids who were victims of bullying themselves — weren’t happy about the gender roles they were expected to follow. In their one-on-one interviews, they all said they didn’t actually like paying so much attention to the right “feminine” and “masculine” behaviors, and just assumed that’s what they were supposed to do.

# data[].attributes.attachment_link.readable_text
Raising children in societies that adhere to rigid gender roles, with fixed ideas about what should be considered "masculine" and "feminine," can actually be detrimental to their physical and mental health, according to a study that observed 14-year-olds' interactions over a three month period.

"Usually we think of gender as natural and biological, but it's not... We actually construct it in ways that have problematic and largely unacknowledged health risks," lead researcher Maria do Mar Pereira, the deputy director for the University of Warwick's Centre for the Study of Women and Gender, explained in an interview with ThinkProgress.

Pereira drew her conclusions after being embedded in a class of teenagers in Lisbon, Portugal. The kids in the study knew they were being observed by Pereira - who participated in all aspects of their everyday lives, including attending classes, eating lunch in the cafeteria, playing on the playground, and joining them on trips to the mall after school - but they didn't know her specific area of focus. In addition to her one-on-one interviews with each teen, her observations allowed her to track the ways they interacted with their ideas about masculinity and femininity.

Pereira observed both boys and girls regulating their behavior in potentially harmful ways in order to adhere to gender norms. For instance, even girls who enjoyed sports often avoided physical activity at school because they assumed it wouldn't be a feminine thing to do, they worried they might look unattractive while running, or they were mocked by their male peers for not being good enough. The girls also put themselves on diets because they believed desirable women have to be skinny.

"All of the girls were within very healthy weights, but they were all restricting their intake of food in some way. So what we're really talking about here is 14-year-old girls, whose bodies are changing and developing, depriving themselves at every meal," Pereira said. "In the extreme, that can lead to things like eating disorders. But even for the women who don't reach the extreme, it can be very unhealthy for them."

Meanwhile, the male participants in the study all faced intense pressure to demonstrate the extent of their manliness, which led to what Pereira calls "everyday low-level violence": slapping and hitting each other, as well as inflicting pain on other boys' genitals. They were encouraged to physically fight each other if they were ever mocked or offended. They felt like they had to drink unhealthy amounts of alcohol because that's what a man would do. And they were under certain mental health strains, too; struggling with anxiety about proving themselves and suppressing their feelings, all while lacking a strong emotional support system.

Ultimately, the study concluded, "this constant effort to manage one's everyday life in line with gender norms produces significant anxiety, insecurity, stress and low self-esteem for both boys and girls, and both for 'popular' young people and those who have lower status in school." The findings ended up forming the basis of a book, Doing Gender in the Playground, about negotiating gender roles in schools.

But it doesn't have to be this way. The teens who participated in the Lisbon study - including the kids who bullied others and the kids who were victims of bullying themselves - weren't happy about the gender roles they were expected to follow. In their one-on-one interviews, they all said they didn't actually like paying so much attention to the right "feminine" and "masculine" behaviors, and just assumed that's what they were supposed to do. When Pereira concluded her research and held a group meeting to explain her results to the kids, they were amazed to learn that everyone was on the same page about that.

"It was a revealing experience for them to be in that room and realize they were all performing and no one was happy about it," she recounted. Slowly, things started to change. Pereira acknowledges it's not like it was "suddenly paradise," but she noticed the kids stopped mocking their peers as much for falling outside the bounds of traditionally gendered behavior. Girls and boys started to become more integrated in athletic activities. There was less physical fighting. And some of the kids' parents even started calling Pereira to tell her about positive changes in their behavior.

Although Pereria's observations took place at a school in Lisbon, she believes her results have widespread implications for Western nations that are subject to similar cultural messages about gender. Indeed, previous research in British and American schools has reached many of the same conclusions as her study. Sociologists agree that children " learn gender" from being subjected to society's expectations, even though pressuring kids to conform to those rigid roles can end up having serious mental health consequences for the children whose parents try to over-correct their behavior. There are countless examples of schools becoming environments where gender stereotypes are strictly policed and kids are even sent home for wearing the "wrong" type of clothing.

The Lisbon findings could also give people hope about the possibility of creating a different kind of approach to these issues. It's important to remember that teens are still shaping their attitudes about what it means to be a man or a woman.

"Sometimes adults think it's impossible to change gender norms because they're already so deeply entrenched. But they're much more entrenched in adults than they are in young people," Pereira pointed out. "It's actually fairly easy to reach young people if you create opportunities for discussion, if you get them to think about their own experiences."

# data[].attributes.attachment_link.title
Forcing Kids To Stick To Gender Roles Can Actually Be Harmful To Their Health

# data[].attributes.attachment_link.description
Raising children in societies that adhere to rigid gender roles, with fixed ideas about what should be considered "masculine" and "feminine," can actually be detrimental to their physical and mental health, according to a study that observed 14-year-olds' interactions over a three month period. "Usually we think of gender as natural and biological, but it's not...

# data[].attributes.body
The international human rights law framework prohibits gender stereotypes and stereotyping which undermine the enjoyment of human rights and fundamental freedoms. States have said to eliminate discrimination against women and men in all areas of their lives. This obligation requires States to take measures to address gender stereotypes both in public and private life as well as to refrain from stereotyping.

# data[].attributes.body
https://www.cnn.com/2017/06/29/health/gender-stereotypes-media-children-partner/index.html

Think of preschoolers who are just beginning to identify as boys or girls. The characters they see on TV and in movies often have an obvious masculine or feminine appearance, such as a superhero's big muscles or a princess' long hair. These characteristics also are often associated with specific traits -- for example, being strong and brave or fearful and meek.

# data[].attributes.body
https://www.cnn.com/2017/06/29/health/gender-stereotypes-media-children-partner/index.html

Gender stereotypes are messing with kids.

constant exposure to the same dated concepts in the media over and over, starting before preschool and lasting a lifetime -- concepts like: Boys are smarter than girls; certain jobs are best for men and others for women; and even that girls are responsible for their own sexual  problems.

# data[].attributes.body
https://www.cnn.com/2017/06/29/health/gender-stereotypes-media-children-partner/index.html
Age 2-6

At this age, kids:

Learn their gender identities (that they're a boy or a girl).

Learn stereotypes about activities, traits, toys, and skills associated with each gender.

Begin gender-typed play (girls "clean the kitchen," boys "mow the lawn").

Need to hear your input in specific, not abstract, terms.

# data[].attributes.body
Being a boy or a girl, for most children, is something that feels very natural. At birth, babies are assigned male or female based on physical characteristics.(sex or assigned gender)  Gender Identity refers to an internal sense people have of who they are that comes from an interaction of biological traits, developmental influences, and environmental conditions. (Trans Gender)

Self-recognition of gender identity develops over time, much the same way a child's physical body does. Most children's asserted gender identity aligns with their assigned gender (sex). However, for some children, the match between their assigned gender and gender identity is not so clear.

# data[].attributes.attachment_link.readable_text
By: Jason Rafferty MD, MPH, EdM, FAAP

There are many ways parents can promote healthy gender development in children. It helps to understand gender identity and how it forms.

What's the difference between gender and sex?

Being a boy or a girl, for most children, is something that feels very natural. At birth, babies are assigned male or female based on physical characteristics. This refers to the or "assigned gender" of the child.

Meanwhile, "gender identity" refers to an internal sense people have of who they are that comes from an interaction of biological traits, developmental influences and environmental conditions. This may be male, female, somewhere in between, a combination of both or neither.

Self-recognition of gender identity develops over time, much the same way a child's physical body does. Most children's asserted gender identity aligns with their assigned gender (sex). However, for some children, the match between their assigned gender and gender identity is not so clear.

How does gender identity develop in children?

Gender identity typically develops in stages:

Around age two: Children become conscious of the physical differences between boys and girls.

Before their third birthday: Most children can easily label themselves as either a boy or a girl.

By age four: Most children have a stable sense of their gender identity.

During this same time of life, children learn gender role behavior-that is, doing "things that boys do" or"things that girls do." However, cross-gender preferences and play are a normal part of gender development and exploration regardless of their future gender identity

The point is that all children tend to develop a clearer view of themselves and their gender over time. At any point, research suggests that children who assert a gender-diverse identity know their gender as clearly and consistently as their developmentally matched peers and benefit from the same level of support, love and social acceptance.

What parents can do:

All children need the opportunity to explore different gender roles and different styles of play. Parents can make sure their young child's environment reflects diversity in gender roles and encourages opportunities for everyone. Some ideas would be to offer:

Children's books or puzzles showing men and women in non-stereotypical and diverse gender roles (stay-at-home dads, working moms, male nurses and female police officers, for example).

A wide range of toys for your child to choose from, including baby dolls, toy vehicles, action figures, blocks, etc.

By age 6, most children spend most of their playtime with members of their own sex. They may also gravitate towards sports and other activities that are associated with their gender. It is important to allow children to make choices regarding friend groups, sports and other activities they get involved in. It is also a good idea to check in with your child to learn about their preferences and to make sure they feel included without teasing or bullying.

How do children typically express their gender identity?

In addition to their choices of toys, games, and sports, children typically express their gender identity in the following ways:

Clothing or hairstyle

Preferred name or nickname

Social behavior that reflects varying degrees of aggression, dominance, dependency and gentleness.

Manner and style of behavior and physical gestures and other nonverbal actions identified as masculine or feminine.

Social relationships, including the gender of friends, and the people they decide to imitate.

Gender expression & gender identity

A child's gender-specific behavior (gender expression) at any time seems to be influenced by exposure to stereotypes and their identification with the people in their lives. However, the internal sense of being a girl, boy, in between or something else (gender identity) cannot be changed.

How have gender stereotypes changed over time?

Our expectations of "what girls do" and"what boys do" have changed. Many female athletes excel at their sports. Girls increasingly pursue subjects traditionally thought of as"masculine." There are many famous male chefs, artists, and musicians―fields traditionally thought of as"feminine."

Over time, society has recognized that stereotypes of "masculine" and"feminine" activities and behaviors are inaccurate and limiting to a child's development. Such interests also do not determine or influence one's gender identity. Plus, our ability to predict who a child is based on early preferences is not very accurate-and may be harmful if it leads to shame or attempts to suppress their skills, talents and genuine self.

Still, when a child's interests and abilities are different from what society expects, they may face discrimination and bullying. It is natural for parents to have gender-based expectations for their children and to want to protect them from criticism and exclusion. Instead of pushing children to conform to these pressures and to limit themselves, parents can play an important role in advocating for safe spaces where their children can feel comfortable and good about themselves.

If your child doesn't excel in sports or even have an interest in them, for example, there will still be many other opportunities and areas in which they can thrive. Regardless of gender identity, each child has their own strengths that may not always conform to society's or your own expectations, but they will still be a source of current and future success.

Gender development is a normal process for all children. Some children will exhibit variations―similar to all areas of human health and behavior. However, all children need support, love and care from family, school and society, which fosters growth into happy and healthy adults.

More information

About Dr. Rafferty

Jason Rafferty, MD, MPH, EdM, FAAP, is pediatrician and child psychiatrist at Thundermist Health Centers, a Patient-Centered Medical Home in Rhode Island. He specializes in adolescent substance use disorders and gender and sexual development, and also practices in related specialty clinics at Hasbro Children's Hospital and Emma Pendleton Bradley Hospital. Dr. Rafferty is an advocate in his local community and on a national level through work with the American Academy of Pediatrics on issues including the emotional health of young men, access to care for LGBTQ youth, and prevention of childhood homelessness.

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There are many ways parents can promote healthy gender development in children. It helps to understand gender identity and how it forms.

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Many people are judged for what they wear or how they look. Almost like you are expected what to do according to what your gender is.

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Traditional gender roles and stereotypes: How they can affect children and young people

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This year's Good Childhood Report revealed what young people across the UK think about gender roles and stereotypes. Learn how feminine and masculine gender stereotypes in children can negatively impact them.

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Gender development is a normal thing for all children. Some children will exhibit variations―similar to all areas of human health and behavior. However, all children need support, love, and care from family, school, and society, which makes growth into happy and healthy adults.

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By: Jason Rafferty MD, MPH, EdM, FAAP

There are many ways parents can promote healthy gender development in children. It helps to understand gender identity and how it forms.

What's the difference between gender and sex?

Being a boy or a girl, for most children, is something that feels very natural. At birth, babies are assigned male or female based on physical characteristics. This refers to the or "assigned gender" of the child.

Meanwhile, "gender identity" refers to an internal sense people have of who they are that comes from an interaction of biological traits, developmental influences and environmental conditions. This may be male, female, somewhere in between, a combination of both or neither.

Self-recognition of gender identity develops over time, much the same way a child's physical body does. Most children's asserted gender identity aligns with their assigned gender (sex). However, for some children, the match between their assigned gender and gender identity is not so clear.

How does gender identity develop in children?

Gender identity typically develops in stages:

Around age two: Children become conscious of the physical differences between boys and girls.

Before their third birthday: Most children can easily label themselves as either a boy or a girl.

By age four: Most children have a stable sense of their gender identity.

During this same time of life, children learn gender role behavior-that is, doing "things that boys do" or"things that girls do." However, cross-gender preferences and play are a normal part of gender development and exploration regardless of their future gender identity

The point is that all children tend to develop a clearer view of themselves and their gender over time. At any point, research suggests that children who assert a gender-diverse identity know their gender as clearly and consistently as their developmentally matched peers and benefit from the same level of support, love and social acceptance.

What parents can do:

All children need the opportunity to explore different gender roles and different styles of play. Parents can make sure their young child's environment reflects diversity in gender roles and encourages opportunities for everyone. Some ideas would be to offer:

Children's books or puzzles showing men and women in non-stereotypical and diverse gender roles (stay-at-home dads, working moms, male nurses and female police officers, for example).

A wide range of toys for your child to choose from, including baby dolls, toy vehicles, action figures, blocks, etc.

By age 6, most children spend most of their playtime with members of their own sex. They may also gravitate towards sports and other activities that are associated with their gender. It is important to allow children to make choices regarding friend groups, sports and other activities they get involved in. It is also a good idea to check in with your child to learn about their preferences and to make sure they feel included without teasing or bullying.

How do children typically express their gender identity?

In addition to their choices of toys, games, and sports, children typically express their gender identity in the following ways:

Clothing or hairstyle

Preferred name or nickname

Social behavior that reflects varying degrees of aggression, dominance, dependency and gentleness.

Manner and style of behavior and physical gestures and other nonverbal actions identified as masculine or feminine.

Social relationships, including the gender of friends, and the people they decide to imitate.

Gender expression & gender identity

A child's gender-specific behavior (gender expression) at any time seems to be influenced by exposure to stereotypes and their identification with the people in their lives. However, the internal sense of being a girl, boy, in between or something else (gender identity) cannot be changed.

How have gender stereotypes changed over time?

Our expectations of "what girls do" and"what boys do" have changed. Many female athletes excel at their sports. Girls increasingly pursue subjects traditionally thought of as"masculine." There are many famous male chefs, artists, and musicians―fields traditionally thought of as"feminine."

Over time, society has recognized that stereotypes of "masculine" and"feminine" activities and behaviors are inaccurate and limiting to a child's development. Such interests also do not determine or influence one's gender identity. Plus, our ability to predict who a child is based on early preferences is not very accurate-and may be harmful if it leads to shame or attempts to suppress their skills, talents and genuine self.

Still, when a child's interests and abilities are different from what society expects, they may face discrimination and bullying. It is natural for parents to have gender-based expectations for their children and to want to protect them from criticism and exclusion. Instead of pushing children to conform to these pressures and to limit themselves, parents can play an important role in advocating for safe spaces where their children can feel comfortable and good about themselves.

If your child doesn't excel in sports or even have an interest in them, for example, there will still be many other opportunities and areas in which they can thrive. Regardless of gender identity, each child has their own strengths that may not always conform to society's or your own expectations, but they will still be a source of current and future success.

Gender development is a normal process for all children. Some children will exhibit variations―similar to all areas of human health and behavior. However, all children need support, love and care from family, school and society, which fosters growth into happy and healthy adults.

More information

About Dr. Rafferty

Jason Rafferty, MD, MPH, EdM, FAAP, is pediatrician and child psychiatrist at Thundermist Health Centers, a Patient-Centered Medical Home in Rhode Island. He specializes in adolescent substance use disorders and gender and sexual development, and also practices in related specialty clinics at Hasbro Children's Hospital and Emma Pendleton Bradley Hospital. Dr. Rafferty is an advocate in his local community and on a national level through work with the American Academy of Pediatrics on issues including the emotional health of young men, access to care for LGBTQ youth, and prevention of childhood homelessness.

# data[].attributes.attachment_link.description
There are many ways parents can promote healthy gender development in children. It helps to understand gender identity and how it forms.

# data[].attributes.body
All children need the opportunity to explore different gender roles and different styles of play. Parents can make sure their young child's environment reflects diversity in gender roles and encourages opportunities for everyone. Some ideas would be to offer:

# data[].attributes.attachment_link.readable_text
By: Jason Rafferty MD, MPH, EdM, FAAP

There are many ways parents can promote healthy gender development in children. It helps to understand gender identity and how it forms.

What's the difference between gender and sex?

Being a boy or a girl, for most children, is something that feels very natural. At birth, babies are assigned male or female based on physical characteristics. This refers to the or "assigned gender" of the child.

Meanwhile, "gender identity" refers to an internal sense people have of who they are that comes from an interaction of biological traits, developmental influences and environmental conditions. This may be male, female, somewhere in between, a combination of both or neither.

Self-recognition of gender identity develops over time, much the same way a child's physical body does. Most children's asserted gender identity aligns with their assigned gender (sex). However, for some children, the match between their assigned gender and gender identity is not so clear.

How does gender identity develop in children?

Gender identity typically develops in stages:

Around age two: Children become conscious of the physical differences between boys and girls.

Before their third birthday: Most children can easily label themselves as either a boy or a girl.

By age four: Most children have a stable sense of their gender identity.

During this same time of life, children learn gender role behavior-that is, doing "things that boys do" or"things that girls do." However, cross-gender preferences and play are a normal part of gender development and exploration regardless of their future gender identity

The point is that all children tend to develop a clearer view of themselves and their gender over time. At any point, research suggests that children who assert a gender-diverse identity know their gender as clearly and consistently as their developmentally matched peers and benefit from the same level of support, love and social acceptance.

What parents can do:

All children need the opportunity to explore different gender roles and different styles of play. Parents can make sure their young child's environment reflects diversity in gender roles and encourages opportunities for everyone. Some ideas would be to offer:

Children's books or puzzles showing men and women in non-stereotypical and diverse gender roles (stay-at-home dads, working moms, male nurses and female police officers, for example).

A wide range of toys for your child to choose from, including baby dolls, toy vehicles, action figures, blocks, etc.

By age 6, most children spend most of their playtime with members of their own sex. They may also gravitate towards sports and other activities that are associated with their gender. It is important to allow children to make choices regarding friend groups, sports and other activities they get involved in. It is also a good idea to check in with your child to learn about their preferences and to make sure they feel included without teasing or bullying.

How do children typically express their gender identity?

In addition to their choices of toys, games, and sports, children typically express their gender identity in the following ways:

Clothing or hairstyle

Preferred name or nickname

Social behavior that reflects varying degrees of aggression, dominance, dependency and gentleness.

Manner and style of behavior and physical gestures and other nonverbal actions identified as masculine or feminine.

Social relationships, including the gender of friends, and the people they decide to imitate.

Gender expression & gender identity

A child's gender-specific behavior (gender expression) at any time seems to be influenced by exposure to stereotypes and their identification with the people in their lives. However, the internal sense of being a girl, boy, in between or something else (gender identity) cannot be changed.

How have gender stereotypes changed over time?

Our expectations of "what girls do" and"what boys do" have changed. Many female athletes excel at their sports. Girls increasingly pursue subjects traditionally thought of as"masculine." There are many famous male chefs, artists, and musicians―fields traditionally thought of as"feminine."

Over time, society has recognized that stereotypes of "masculine" and"feminine" activities and behaviors are inaccurate and limiting to a child's development. Such interests also do not determine or influence one's gender identity. Plus, our ability to predict who a child is based on early preferences is not very accurate-and may be harmful if it leads to shame or attempts to suppress their skills, talents and genuine self.

Still, when a child's interests and abilities are different from what society expects, they may face discrimination and bullying. It is natural for parents to have gender-based expectations for their children and to want to protect them from criticism and exclusion. Instead of pushing children to conform to these pressures and to limit themselves, parents can play an important role in advocating for safe spaces where their children can feel comfortable and good about themselves.

If your child doesn't excel in sports or even have an interest in them, for example, there will still be many other opportunities and areas in which they can thrive. Regardless of gender identity, each child has their own strengths that may not always conform to society's or your own expectations, but they will still be a source of current and future success.

Gender development is a normal process for all children. Some children will exhibit variations―similar to all areas of human health and behavior. However, all children need support, love and care from family, school and society, which fosters growth into happy and healthy adults.

More information

About Dr. Rafferty

Jason Rafferty, MD, MPH, EdM, FAAP, is pediatrician and child psychiatrist at Thundermist Health Centers, a Patient-Centered Medical Home in Rhode Island. He specializes in adolescent substance use disorders and gender and sexual development, and also practices in related specialty clinics at Hasbro Children's Hospital and Emma Pendleton Bradley Hospital. Dr. Rafferty is an advocate in his local community and on a national level through work with the American Academy of Pediatrics on issues including the emotional health of young men, access to care for LGBTQ youth, and prevention of childhood homelessness.

# data[].attributes.attachment_link.description
There are many ways parents can promote healthy gender development in children. It helps to understand gender identity and how it forms.