学前儿童性别概念认知与性别角色发展状况

A Study on Development Status of Gender Concept Cognition and Gender Role for Preschool Children

采用儿童性别概念认知调查问卷与性别角色量表调查了儿童性别概念认知与性别角色发展状况,以便提出有针对性教育策略。结果发现,四～六岁儿童性别同一性认知发展基本处于同一水平;六岁儿童性别稳定性水平均显著高于四岁、五岁儿童,但后者性别稳定性认知水平差异不显著;性别恒常性认知水平年龄差异均显著,从低到高的顺序为四、五、六岁组。四种性别角色类型在学前儿童中已分布,四岁儿童女性化与双性化的比例均在30%左右,五岁儿童双性化比例达到74.32%的峰值,六岁儿童双性化比例逐渐下降为54.65%;男性化比例有所偏低,最高的出现在四岁组20.28%。总的来说,学前儿童的性别概念认知与性别角色类型发展状况均表现出年龄差异,随着年龄的增长,性别特征分化愈加明显。

To propose targeted education and tutoring strategies, the study surveyed the development status of gender concept cognition and gender role for preschool children, adopting Gender Concept Cognition Questionnaire of Preschool Children and Bem Sex Role Scale. The results showed,(1) The cognition development of gender identification ranged in the same level for 4~6 years old preschool children;6 years old preschool children’ gender stability was higher significantly than 4 and 5 years old ones, and there was no significant difference between 4 and 5 years old ones;the cognition development of gender constancy had very significant age difference, and the order from low to high was 4, 5 and 6 years old group.(2) Four sex role types had distributed in 4~6 years old preschool children;The percentage of the feminine and the androgyny were both about 30% for 4 years old preschool children;The percentage of the androgyny were 74.32 for 5 years old preschool children, which was the highest among three age groups;The percentage of the androgyny gradually declined 54.65% for 6 years old preschool children. In addition to, the percentage of the masculine was low, and the maximum was only 20.28%, which appeared in 4 years old group. In general, there were both significant age differences for the development status of gender concept cognition and gender role for preschool children, and the differentiation of gender characteristics becomes more and more obvious with their growth of age.