ABSTRACT

While studies have used assessments on gender differences regarding social and emotional development, there remains a lack of research on the abilities as well as difficulties that are expressed by pre-school aged boys and girls. This study examines the influence of gender on the development of social and emotional competencies during pre-school. Pre-school Practitioners within five pre-school settings, completed a Strengths and Difficulties Questionnaire (SDQ); and an Emotional Regulation Questionnaire (ERQ) at two separate intervals. ERQ results indicate that boys initially express greater emotional difficulties and by the end of term three, the amount of difficulties decrease for both boys and girls. Between pre and post time scales, both boys and girls were able to increase their abilities and boys rated higher in emotional competency abilities (facilitated by adults). SDQ results indicate that girls had higher proficiencies in the pro-social scale. Furthermore, boys show more improvements than girls between intervals.

摘要

虽然研究使用了关于社会和情感发展方面的性别差异的评估，但仍然缺乏对学龄前男孩和女孩所表达的能力和困难的研究。本研究探讨性别对学龄前社会和情感能力发展的影响。五个学前环境中的学前从业者完成了优势和困难问卷 (SDQ)；以及在两个不同的时间间隔进行的情绪调节问卷 (ERQ)。ERQ 结果表明，男孩最初表现出更大的情感困难，到第三学期末，男孩和女孩的困难数量都减少了。在前后时间尺度之间，男孩和女孩都能够提高自己的能力，男孩在情感能力方面的评价更高（由成年人促进）。SDQ 结果表明，女孩在亲社会量表中的熟练程度更高。此外，在间隔期间，男孩比女孩表现出更多的进步。