Gender schema theory is applicable in different areas that involve people categorizing things in terms of their gender. In the case of a toy store, children of different ages are considered in the process of understanding their application of the schema theory. Infants do not have a choice of toys in relation to their gender. On the other hand, children aged between 6 to 12 years of age apply their gender schema theory in choosing their toys. Children aged between 6 to 12 years are familiar with their gender, unlike infants who do not use gender schema theory while picking their toys.
Observation of children of different ages on their choices for toys in terms of gender requires an individual to also focus on the attendants’ perceptions. Some of these toy center sellers already have information on how children choose toys and their impact on gender. Therefore, visiting two toy centers helped create valid information on how some of these children have identified gender during their toy choice process. The process involved analysis of toy centers seller’s perceptions. The reason is that toy center sellers have been hosting several buyers with their children. The instance created a method of pursuit to determine how gender schema theory could be applied in categorizing things according to gender.
In the two clothing lines observed regarding this topic, it was found that gender schema theory applies to children who are aged 6 to 12 years of age. The reason is that at this age, they have already identified their gender. Therefore, they would be most likely to choose toys of their gender. On the other hand, the infants in the toy store do not have to pick toys guided by their gender. The age of a child is very relevant in understanding their identity. During the preoperational stage, the infant could not offer any difference in gender for the toys. Therefore, children at this age would find it hard to make decisions based on their gender. However, it would require the intervention of the toy center attendant to help the infant get their gender-related toys. The reason is that the development at such stages does not consider many identities. Gender schema theory is essential and applicable in this case of infants as it slowly makes them understand the mindset (Coyle & Liben, 2021). However, the infants are of significantly lower age and thus could not differentiate more gender-related issues. Moreover, there is a need to navigate the different experiences for these kids to understand other substances and their relation to gender. The perception of the toy center attendants in such a case depends on the children’s ages. In the case of infants, they are likely to be guided by these attendants on what to choose in relation to their gender. In most cases, the children find things appropriate to gender after observing the adult’s actions. On the contrary, infants find it difficult to have such an understanding since their exposure is low.
Gender schema theory applies to children who are a bit older and understand the identity of certain gender substances (Coyle & Liben, 2020). The perspective of the people in these shops about the toys choices. Therefore, the toy center attendances have the perspective of applying this gender scheme in selling the toys to different children. For the case of children aged eight years, it would be easy for them to understand the gender-related to the toys. The reason is that these children have already passed the operational stage, as indicated by Piaget’s development model (Babakr, Mohamedamin, & Kakamad, 2019). The experience primarily through observing the adults makes the younger people who have passed a particular operational stage have a gender identity. In this case, the older child could make relevant understanding and differentiation of toys regarding their gender. The operational stage enables these children to have discrete thinking on matters dealing with complex things. Therefore, they can have a gender identity while making a gender-based decision. In such cases, children usually can observe and follow traditions. In their homes, they already know both the male and female gender. The observation capability of this group makes them easier to understand toys and their gender. The Piaget development process supports older children in creating or applying gender identity. Identifying gender in substances or items requires these kids to have an advanced mind. The children who have undergone this stage of life have already understood the differences between some items in relation to gender identity.
On the other hand, children do not recognize things in terms of gender. An example of a toy center is where children below seven years old have not undergone discrete development. Most of these kids are in their preoperational stage, as indicated in Piaget’s development. Children of this age are less likely to use identity toys regarding gender. Therefore, they would only react to all toys of all genders without any identity. Moreover, these children find it difficult to choose toys according to gender. The inability of such children shows how their development stage, as applied by Piaget, does not identify gender-related issues. Children within lower ages are still to have their minds developed to hold some of the identity details. For these gender toys, the children cannot differentiate between males and females when given a chance to make choices. The action makes it easy for the children to get their toys chosen for them. In most cases, their parents would give them chances to pick their potential toys and instead fail to do so. Generally, gender identity requires children of 7 years and above since their cognitive ability is slightly higher.
Again, the perception of the toy center attendants has to change when older children visit. The attendants already have mastered the ages of children where choices of toys is not a problem to them. Most of these children who are not being helped to choose the gender of toys at the toy center have passed the operational stage. The perception of the toy center sellers is different since they know that gender would be used to make choices. The reason is that they know how these children have been exposed to gender by their peers. Exposure of these children by their adults or peers is more important in creating a different perspective on gender. The gender schema theory fits this kind of child after they have been familiarized with gender. The operational stage, as identified by Piaget, is more critical in understanding how these children differ when they visit toy centers. The children would be more likely to choose toys that are precisely the same as their gender. In this case, the choices made depend on the children’s ages. The toy center attendants have been experiencing these instances of gender schema theory and their application to the toy center. The perception of toy center sellers of children who are very young is much different because they are the ones involved in making suggestive choices for them. The reason is that they already know that these children lack the ability to identify an object in relation to its gender. Therefore, the toy center sellers have always been making choices or allowing these younger children to pick an either gender-related toy.
Conclusively, gender scheme theory applies to children who already have priority for their gender identity. Infants do not involve gender scheme theory since they do not know their gender. On the other hand, older children aged six years and above buy or prefer choosing toys regarding their gender. Children have the ability to identify gender after passing a particular development stage. For infants, they are still in their preoperational stage of development, as indicated by Piaget. The stage does not involve children with much thinking or discrete life events. On the other hand, older children have already passed the operational stage, which exposes them to different genders. Gender schema theory applies to only children in their operational stage of development.
References
Coyle, E. F., & Liben, L. S. (2020). Gendered packaging of a STEM toy influences children’s play, mechanical learning, and mothers’ play guidance. Child Development, 91(1), 43-62.
Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3).
write