Respuesta :
It's important for the preschool and kindergarten teachers to understand the educational implications of gender differences between boys and girls. Indeed, this early cognitive advantage of girls has been found in more recent studies, for example, a 2017 study by Toivainen, Papageorgiou, Tosto and Kovas of children aged two to four years found that girls had significantly stronger verbal and non-verbal abilities than boys; however, by later childhood (between ten and twelve years of age) boys outperformed girls in non-verbal abilities. Hence, a possible advantage for girls in cognitive development during early childhood appears to reduce over time.
Furthermore, while girls appear to score higher in overall measures of early cognitive abilities, findings referring to the different elements of cognition have been mixed. An advantage favoring girls has been evident in specific domains of cognitive abilities, such as processing speeds and verbal memory. On the contrary, boys have been found to have stronger visual processing. It is of vital importance to explore such discrepancies, given the growing body of research literature suggesting that early abilities in the cognitive domain are associated with academic and vocational outcomes and overall health and well-being in later life.
The physical environment’s importance for the construction of children’s gendered play culture indicates the importance of the discussion on environment and gender meaning. A precondition for breaking with performances that have gained a natural status is to open up for other understandings.
An important part of this may be employees’ reflection on pedagogical issues related to the construction of the indoor environment and gender meaning. Studies show that children in kindergarten are competent to both reflect and construct rooms (Hansson, Jansen, & Aasen, 2005; Moser, Melvold, Jørgensen, & Hagheim, 2008). This indicates that to involve the children might be a solution to construct the indoor environment as gender-neutral.
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