第一性征知识学习促进儿童性别恒常性发展

Primary Sexual character Knowledge Promotes the Development of Children’s Gender Constancy

选取未通过性别恒常性测试的4岁-5岁的儿童作为被试对象,采用第一性征知识学习干预的实验方法,探讨第一性征知识学习对儿童性别恒常性发展的影响。研究表明:4岁-5岁儿童学习第一性征知识对自己性别恒常性促进作用显著,学习与年龄的交互作用不显著;4岁-5岁儿童学习第一性征知识对他人性别恒常性促进作用显著,学习与年龄的交互作用不显著;学习第一性征知识后,5%的4岁儿童通过自己性别恒常性测试,5%的4岁儿童通过他人性别恒常性测试,33%的5岁儿童通过自己性别恒常性测试,33%的儿童通过他人性别恒常性测试,5岁儿童的通过率要高于4岁儿童的通过率。

In this study,4-and 5-year-old children who did not pass the gender constancy test were selected as the subjects.The experimental method of first sexual characteristics knowledge learning intervention was used to explore the influence of first sexual characteristics knowledge learning on the development of children’s gender constancy.The results showed that:4 and 5-year-old children’s learning of the first sexual characteristics promoted their gender constancy significantly,but the interaction between learning and age was not significant;after learning the first sexual characteristics knowledge,5%of 4-yearold children passed the gender constancy test about their own sexes,and 5%of them passed the gender constancy test about others’sexes,33%of the 5-year-old children passed the gender constancy test about their own sexes,and 33%of the children passed the gender constancy test about others’sexes.The passing rate of 5-year-old children was higher than that of 4-year-old children.