Why Are Boys Perceived as Less Prosocial than Girls by Their Early Childhood Educators? The Role of Pragmatic Skills in Preschool and Kindergarten Children

Autor/inn/en	Bouchard, Caroline; Sylvestre, Audette; Forget-Dubois, Nadine
Titel	Why Are Boys Perceived as Less Prosocial than Girls by Their Early Childhood Educators? The Role of Pragmatic Skills in Preschool and Kindergarten Children
Quelle	In: Educational Psychology, 40 (2020) 10, S.1190-1210 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouchard, Caroline) ORCID (Sylvestre, Audette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1742875
Schlagwörter	Gender Differences; Males; Prosocial Behavior; Preschool Teachers; Preschool Children; Kindergarten; Child Care Centers; Teacher Attitudes; Sex Stereotypes; Language Skills; Pragmatics; Foreign Countries; Behavior Problems; Child Behavior; Canada; Strengths and Difficulties Questionnaire; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Male; Männliches Geschlecht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Lehrerverhalten; Language skill; Sprachkompetenz; Pragmalinguistik; Ausland; Kanada
Abstract	This study examined the moderating role of pragmatic language skills in the relationship between perceived prosociality and gender among children in two different educational contexts and age groups (n = 108 children in childcare centres, age 4-5; n = 113 children in kindergarten, age 5-6). In line with many other studies, the results showed that boys were perceived by their ECEs and kindergarten teachers as being less prosocial than girls. In seeking to explain this gender gap, the moderating role played by perceived pragmatics in the prosociality of girls and boys as perceived by their ECEs and teachers was investigated and tended to be supported. These results are discussed in terms of gender stereotypes and their implications for promoting egalitarian relationships between boys and girls in educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01