Kohlberg’s theory Flashcards
Define cognitive-developmental theory
A theory which explains how children change as they get older in terms of changes in the way they think.
What is Kohlberg’s theory of gender development
The idea that a child’s understanding and mental concept of gender becomes more sophisticated with age as a result of biological maturation.
Explain how Kohlberg’s theory links to Piaget’s theory of cognitive development
Piaget described all children as egocentric until the age of around 6 or 7, that is that they assume everyone sees the world in the same way as they do.
This ideology is akin to Kohlberg’s theory regarding gender; before the age of 6, children do not understand that a person remains the same even when their outward appearance changes.
Explain what is meant by conservation and how this links to gender
The understanding that the physical properties of an object or substance remain the same even when its outward appearance changes.
Children will not be able to understand that gender is fixed and does not change with appearance until they have the ability to conserve.
2 Strengths of Kohlbergs theory of gender development
Evidence supporting his stages of development:
Slaby and Frey (1975) interviewed 55 children ranging from 26-68 months using a series of questions which represented the 3 stages of Kohlberg’s theory. When asked “When you grow up will you be a mummy or daddy” the answers given showed they didn’t recognise these traits were stable until they reached 4 (in line with gender stability). When asked “Could you be [opposite sex] if you wanted to?” they found the children who responded correctly (assessing gender constancy) had demonstrated gender identity and stability in earlier questions suggesting understanding of gender increases with one’s age.
Further, they found children who scored high on stability and constancy questions showed more interest in same sex models, supporting Kohlberg’s idea that children pay more attention to and show preference for same sex models after they reach constancy.
Universality:
Kohlberg’s stages are influenced by changes in the developing brain and the increased intellectual capacity associated with age . Cross-cultural evidence has emphasised the validity of this. Munroe et al (1984) studied 3-9 year olds from 4 different cultures (Belize, Nepal, Samoa and Kenya). They found the sequence of stages may be universal and develop independently of culture. Confirms the biological basis of his theory and thus its valisity.
State the three stages of Kohlberg’s theory, including the age ranges
Gender identity (2-3 years)
Gender stability (4-5 years)
Gender constancy (6 years onwards).
Describe gender identity
Children can recognise and correctly identify themselves and others as males and females, but this understanding does not stretch beyond simple labelling and children do not view gender as fixed – it is based on outward appearance.
Describe gender stability
Children understand that their own gender is consistent over time and remains fixed (i.e. they know they will be a man or a woman when they are older) but they cannot apply this logic to other people in other situations – still influenced by outward appearance.
Describe gender constancy
Children understand that gender remains the same across time and situations, and they begin to identify with people of their own gender and start to behave in stereotypically gender-appropriate ways.
2 Limitations of Kohlberg’s theory
Beta-biased:
Minimised the differences between genders when it came to gender development. However, research has suggested there are distinct gender differences. Huston (1985) found that it was relatively easy to get girls to engage in masculine activities but not vice versa. Males are also more likely to be punished for gender-inappropriate behaviour and therefore learn appropriate gender behaviours more quickly than girls.
Overestimation of ages:
Slaby and Frey (1975) also found that gender constancy appeared at a younger age than Kohlberg had suggested, as young as 5. Bussey and Bandura (1999) also found that children as young as 4 reported feeling good about playing with gender appropriate toys and “bad” about doing the opposite. This contradicts the theory as it shows children have acquired information about gender appropriate behaviour before Kohlberg suggested.
