Teacher-child interactions and peer exchanges were observed once a week for 10 months in four kindergartens in Hong Kong, China. A total of 206 anecdotes/scenes considered representative of the gender-related experiences of 109 4-year-old Chinese children in these kindergartens were analyzed. Descriptive codes, generated iteratively were clustered, categorized, integrated, recoded and recategorized and led to the identification of two major themes related to the socialization practices of teachers: Gendered Kindergarten Routines and Perpetuation of Gender Stereotypes. Findings indicated that these early years’ educational contexts were not gender neutral. Teachers interacted with boys significantly more than girls. They also subtly conveyed traditional Chinese gender values through their repeated use of gendered routines in the kindergartens and their behaviors reflected gender stereotypes.

The present study attempts to study the relationship between internet addiction and internet social behaviour with personality. The sample consisted of 365 Grade 10 students from two secondary schools in Mainland China. Four instruments were used: Young’s Internet Addiction Test, Chen Internet Addiction Scale, Ma, Li & Pow’s Adolescent Internet Use Questionnaire, and Eysenck Personality Questionnaire. Boys scored significantly higher than girls in the two Internet addiction questionnaires. Results also supported the following hypotheses: (1) Internet addiction is positively associated with psychoticism, neuroticism, and frequency of Internet use; and it is also negatively associated with social desirability and self-concept. (2) Holistic Internet social behavior is positively associated with extroversion, social desirability, self-concept, and frequency of Internet use; and it is also negatively associated with psychoticism and neuroticism. A high (low) rating of Holistic Internet Social Behavior refers to a high (low) rating of Prosocial Internet Behaviour and a low (high) rating of Antisocial Internet Behaviour.