Perceived, expressed and observed prosociality among four-year-old girls and boys in childcare centres

Bouchard, Caroline; Coutu, Sylvain; Bigras, Nathalie; Lemay, Lise; Cantin, Gilles; Bouchard, Marie-Claire; Duval, Stéphanie

doi:10.1080/03004430.2014.903940

Cited by 15 publications

(12 citation statements)

References 52 publications

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“…Other traits that had similar response rates were empathetic towards others and resolves conflicts . Bouchard et al (2015) suggests that teachers perceive girls as being more prosocial than boys due to a heightened emotional intelligence; however, researcher observed behaviours in their study do not mimic the teachers’ perspectives. The present study is not able to address whether teachers’ perspectives would be supported or challenged from research observations of children.…”

Section: Discussionmentioning

confidence: 74%

“…As identified in the Bouchard et al (2015) study, differences in social behaviours in boys and girls may be in the eye of the beholder. Within a socialisation paradigm the views of potential socialisers are likely to affect the child and their experiences.…”

Section: Literature Reviewmentioning

confidence: 87%

“…The studies that have been conducted tend to indicate mixed findings with inconclusive evidence. An example of this is Bouchard et al’s (2015) study of perceived, expressed, and observed prosociality in three- and four-year-old children. Their study involved interviews with 22 teachers about prosocial behaviours (perceived prosociality), interviews with 174 children (expressed prosociality), and observations of 137 children (observed prosociality).…”

Section: Literature Reviewmentioning

confidence: 99%

“…It was found that the teachers in this study perceived that girls were more prosocial than boys; however, the expressed and observed findings found no gender difference. Bouchard and colleagues (2015) argued that the findings might suggest that teachers have gender biased ideas about girls being more prosocial than boys, which may inadvertently affect their teaching practice. In contrast, Swit and McMaugh (2012) identified no significant differences in teacher ratings of prosocial behaviours or relational aggression in boys and girls in their study of 60 children and their teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?

Smith

McLaughlin

Aspden

2019

Australasian Journal of Early Childhood

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The article will explore early childhood teachers’ perspectives about social behaviours and gender in young children, in particular the way in which children’s gender related to teachers’ reports of the prevalence and interpretations of children’s social behaviours. The specific social behaviours examined were prosocial behaviours, social leadership, social dominance, and aggressive behaviours. This study used a mixed methods online survey to gather teachers’ perspectives. Findings showed that teachers reported little difference in the display of social behaviours across boys and girls. Moreover, teachers’ views of different social behaviours were similar across boys and girls; however, findings suggested that gender might play a limited, but potentially influential role in teachers’ perspectives of prosocial and aggressive behaviours in girls and boys. Findings from the present study are discussed in connection with previous research.

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Section: Discussionmentioning

confidence: 74%

Section: Literature Reviewmentioning

confidence: 87%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?

Smith

McLaughlin

Aspden

2019

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

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“…The study of behavioral characteristics, social relationships, and their effects during the first years of primary school is a crucial research topic if we wish to improve our understanding of the factors that can play a role in modifying developmental trajectories ( Sawyer et al, 1997 ; Bouchard et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

From Their Point of View: Identifying Socio-Behavioral Profiles of Primary School Pupils Based on Peer Group Perception

et al. 2018

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Our study adopted a person-based approach with the aim to identify socio-behavioral profiles of primary school students based on peer group perception. The study involved 109 classes and their teachers, from the first three grades of elementary school. The final student sample consisted of 424 children, aged 6–9 years (M = 94.9 months; SD = 9.7), of whom 58.3% were male. We used peer-group nomination to investigate the aspects that are linked to peer group acceptance and perception of classroom behaviors, with reference to academic and relational criteria. We identified and defined six clusters. We validated these clusters by taking into consideration the children’s academic performances and the teacher’s perceptions of their relationship with the single students. The identified clusters were related to both of these aspects, and they show predictive value when referring to children’s behaviors as evaluated by their teachers. Implications for theory and educational policies are discussed.

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Linda’s Cars versus Dominik’s Dolls: How Do Pedagogical Educators in Training React to Children’s Violations of Gender Stereotypes?

Streck,

Kessels

2024

Arch Sex Behav

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The gender stereotypes adults hold can influence whether they approve or disapprove of behavior shown by children, depending on whether this behavior is in line with stereotypes. Adults report negative evaluations toward children whose behavior does not adhere to gender stereotypes, particularly toward feminine boys. Whether pedagogical educators in training show negative reactions toward children who violate gender stereotypes has not been examined. We investigate this question by firstly assessing what gender stereotypes adults hold about children in Germany. In Study 1, we assessed descriptive, prescriptive, and proscriptive gender stereotypes identified by adults for children in German society. Stereotypes gathered from this first study were used to construct four vignettes of stereotypical and nonstereotypical boys and girls in order to examine how pedagogical educators in training (N = 414) evaluated these children in Study 2. We investigated ratings of one of these vignettes (2 × 2 between-participants design) regarding liking, perceived competence, creativity, self-esteem, prosocial behavior, as well as internalizing and externalizing problems. A series of ANOVAs revealed that girls displaying masculine behavior received advantageous ratings on competence, creativity, and self-esteem, while boys showing femininity were perceived as the most prosocial. More than gender nonconformity, masculinity and femininity strongly related to externalizing and internalizing problems, respectively. We review how our results in Germany differ from the literature originating in the USA, as we did not find backlash for feminine boys. Possible bias against femininity and toward masculinity within society and cultural and sampling factors is discussed.

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Perceived, expressed and observed prosociality among four-year-old girls and boys in childcare centres

Cited by 15 publications

References 52 publications

Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?

Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?

From Their Point of View: Identifying Socio-Behavioral Profiles of Primary School Pupils Based on Peer Group Perception

Linda’s Cars versus Dominik’s Dolls: How Do Pedagogical Educators in Training React to Children’s Violations of Gender Stereotypes?

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