Abstract

This study examined the moderating role of pragmatic language skills in the relationship between perceived prosociality and gender among children in two different educational contexts and age groups (n = 108 children in childcare centres, age 4–5; n = 113 children in kindergarten, age 5–6). In line with many other studies, the results showed that boys were perceived by their ECEs and kindergarten teachers as being less prosocial than girls. In seeking to explain this gender gap, the moderating role played by perceived pragmatics in the prosociality of girls and boys as perceived by their ECEs and teachers was investigated and tended to be supported. These results are discussed in terms of gender stereotypes and their implications for promoting egalitarian relationships between boys and girls in educational contexts.

摘要

这项研究探讨了在两种不同的教育背景和年龄组中，务实语言技能在儿童亲密感和性别之间的关系中的调节作用（n  = 4-5岁的儿童保育中心中的108名儿童；n = 113名5-6岁的幼儿园儿童）。与许多其他研究一致，研究结果表明，他们的儿童早教和幼儿园老师认为男孩比女孩更不亲社会。在试图解释这种性别差距时，人们对实用主义观念在幼儿教育机构和教师所感知的男女生的亲密关系中所起的调节作用进行了调查并得到了支持。将根据性别定型观念及其对促进教育环境中男孩和女孩之间的平等关系的意义来讨论这些结果。