Gender differences in preschoolers’ understanding of the concept of life

Abstract

This study investigated gender differences in North American preschoolers' biological reasoning about the concept of 'life'. Four-year-olds (M = 4.6, SD = 3.3 months) and five-year-olds (M = 5.6, SD = 3.8 months) were asked about the function of 13 body parts, organs, and bodily processes. Results indicated that the likelihood of mentioning the importance of body parts, organs, and bodily processes for maintaining life or preventing death was predicted by age. A concept of life was more likely to occur in boys rather than girls. Although boys had a greater understanding of life they did not outperform girls in their responses to organ/ body part function. The results demonstrate that gender differences in biological reasoning emerge during the preschool years. Implications for early science education are discussed.

Children's Earliest Experiences with Death: Circumstances, Conversations, Explanations, and Parental Satisfaction

“…A number of studies have documented the different ways that parents talk to boys and girls about the topics of life and science, with a tendency for parents to provide more explanations to boys than girls. Yet, the root of these differences is unknown (for a review, see Schroeder, Graham, McKeough, Stock, & Palmer, ). Perhaps the current study will contribute to understanding some of the early differences in how children are socialized about the cycle of life.…”

Environmental judgment in early childhood and its relationship with the understanding of the concept of living beings

“…Unsurprisingly, it has been a focus of reflection from both a theoretical perspective (El-Hani, 2008) and the field science education (Caravita & Falchetti, 2005; Schroeder et al 2010; Yorek et al 2009). …”

“…However, what remains a subject of debate within literature is the way in which children progress through the different conceptions of living things and what kind of social practices have the potential to boost children in this progression until reaching a coherent significance with scientific perspective (Leddon et al, 2011; Schroeder et al, 2010). …”