title: Gender influences on preschool children's social problem-solving strategies.
abstract: The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.
authors.affiliation: Centre for Applied Studies in Early Childhood, Queensland University of Technology, Brisbane, Australia. sx.walker@qut.edu.au
authors.forename: Sue
authors.initials: S
authors.lastname: Walker
authors.forename: Kym
authors.initials: K
authors.lastname: Irving
authors.forename: Donna
authors.initials: D
authors.lastname: Berthelsen
mesh_terms: D000374:Aggression / Q000523:psychology; D002657:Child Development; D002675:Child, Preschool; D005260:Female; D005783:Gender Identity; D006801:Humans; D008297:Male; D010379:Peer Group; D011340:Problem Solving; D012919:Social Behavior; D012951:Socialization