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Sex Roles

, Volume 79, Issue 11–12, pp 752–753 | Cite as

Gender-Typed Play and Its State-of-The-Art Science

Gender Typing Of Children’s Toys: How Early Play Experiences Impact Development. Edited by Erica S. Weisgram and Lisa M. Dinella, Washington, DC: APA Books, 2018. 341 pp. $ 74.95 (hardcover) ISBN: 978–1–4338-2886-7
  • Wang Ivy Wong
Book Review

Around the globe, there is an increase in the awareness of gender issues. Examples that support this observation abound, ranging from the spread of the #MeToo movement, the installation of all-gender toilets, and the emergence of new gender studies programs to the educational and political debates surrounding single-sex schooling. Gender-typed play is among this list of current hot topics of gender psychology. Play is recognized by the United Nations as an indispensible and universal right of children. Piaget and other forerunners of psychology have long regarded play as not only a fun activity but also an avenue of learning (Smith 2010). However, toys differ in their affordance of learning, and there are large individual as well as gender differences in play preferences. Numerous studies have shown, on either the theoretical or the empirical level, that gender-typing of play early in life has far-ranging social and cognitive consequences in later years. The editors of “Gender Typing...

References

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  4. Weisgram, E. S., & Dinella, L. M. (2018). Gender-typed toys and play in children’s development. Sex Roles, 79(5/6), 253–259.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of Hong KongPokfulamHong Kong

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