Developmental Differences between Preschool Boys and Girls in Northeastern Germany

Autor/inn/en	Lewicki, Käthe; Franze, Marco; Gottschling-Lang, Annika; Hoffmann, Wolfgang
Titel	Developmental Differences between Preschool Boys and Girls in Northeastern Germany
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 3, S.316-333 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1462997
Schlagwörter	Age Differences; Individual Development; Preschool Children; Gender Differences; Foreign Countries; Child Development; Screening Tests; Prevention; Psychomotor Skills; Social Development; Intervention; Preschool Education; Cognitive Development; Language Acquisition; Stereotypes; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Geschlechterkonflikt; Ausland; Kindesentwicklung; Screening-Verfahren; Prävention; Vorbeugung; Psychomotorische Aktivität; Soziale Entwicklung; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Klischee; Statistische Analyse; Deutschland
Abstract	The general gender discourse has currently revealed gender gaps as early as at preschool age. To analyze developmental differences between boys and girls in Mecklenburg-Western Pomerania, n = 4,251 preschoolers aged 48-83 months were examined by means of the 'Dortmund Developmental Screening for Preschools 3-6' (DESK 3-6). Using the "sex-nonspecific" overall screening norms, sex differences were favoring females at all ages and in all areas of competence (0.18 = \|d\| = 0.82): fine and gross motor skills, language and cognition, and social development. The application of "sex-specific" norms, however, placed emphasis on diversity within groups instead of sex dichotomies, on the complexity of child development and the individuality of intervention needs: Sex differences were generally negligible, apart from few statistically significant, yet quantitatively small, effects (0.005 = \|d\| = 0.42). Consequently, competency-based, intersectional, individual-centred rather than sex-based strategies seem promising for preschool programs in northeastern Germany. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01