Study Buddy (Challenger): Is playing with dolls or toy cars down to nature or nurture?

[2] A 2017 British meta-analysis of 16 observational studies on the free selection of toys by boys and girls aged one to eight years concluded that “gender differences in toy choice exist and appear to be the product of both innate and social forces.” Published in the journal Infant and Child Development, researchers found that boys played with “male-typed” toys like vehicles more than girls, while girls played with “female-typed” toys like dolls more than boys.

[3] The analysis also found that while the time spent playing with male-typed toys increased for boys as they got older, the same pattern was not seen in girls. The gender difference in toy selection was also more pronounced in earlier studies than in later ones, which points to possible “environmental influences”. Which toys are boy-related, girl-related, or neutral? A 2020 British meta-analysis of 75 toy-preference studies found no agreement on this.

[4] The interplay of biological or genetic predispositions and environmental factors is undisputed. The latter can reinforce the former: for example, when children only receive toys associated with their gender or when parents react more positively to play associated with a child’s gender

[5] Journalist Almut Schnerring is the co-author of a book in German that translates to The Pink-Blue Trap: For a Childhood Without Gender Stereotypes. According to her, gender differences often increase in the first years of life, largely because of gender-based marketing. “Never has a generation been so bombarded with gender-binarism messaging as the present one,” Schnerring said. She also noted that while toys have been gender-typed in earlier years, “boy/girl” labelling has been amplified today by the media and social applications.

[6] Dr Maya Götz and Birgit Irrgang, scholars from the Germany-based Institute for Media Research and Media Education (JFF), agree that gender-based marketing has increased in recent years. Although the relative influence of nature versus nurture on play behaviour cannot be conclusively determined, it is clear that not all children identify with gender stereotypes. What is more, gender stereotypes can have unwanted effects on their later lives and society in general.

[7] If toddler boys are given building blocks and toy vehicles to play with in nursery school more than girls, there becomes a need for special programmes for adolescent girls to encourage their interest in science, technology, engineering and mathematics (STEM). In addition, constantly hearing that girls are “not as good at STEM subjects as boys” causes girls to “live down” to the negative expectations, a result of the “stereotype threat” phenomenon.

[8] Schnerring wishes adults would pay less attention to gender when giving toys to children. “It’s important to offer them a variety of toys and go against gender stereotypes now and then.” Parents would also do well to keep an open ear, she said. “A child who wants a pink ball today may want a yellow bike tomorrow.”

Source: dpa, October 22

1. Paragraph 1 proves …
A. specific biological factors determine gender differences in play.
B. how gender affects children’s cognitive development.
C. how various societal norms influence children’s play choices.
D. none of the above

2. What does the phrase “free selection of toys” indicate about the study mentioned in paragraph 2?

3. According to paragraph 3, what trend did the researchers observe in toy preferences as children aged?

4. Find a word in paragraph 4 that means “widely accepted and cannot be challenged”.

5. Which of the following best describes Schnerring attitude towards gender stereotypes in paragraph 5?
A. sympathetic
B. supportive
C. critical
D. ambivalent

6. According to paragraph 7, what kinds of toys are less likely to be available to toddler girls in nursery school?

7. The “stereotype threat” phenomenon in paragraph 7 refers to the …
A. fear of confirming assumptions about one’s group, which can lead to poorer performance.
B. desire to rebel against traditional gender roles and expectations.
C. tendency to conform to negative societal expectations.
D. fear of failing to meet societal expectations, leading to low self-esteem.

8. What do the “negative expectations” mentioned in paragraph 7 refer to?

9. Based on paragraph 8, what is Schnerring’s recommendation for parents and carers?

1. D
2. The children involved in the study were allowed to choose toys without any external influence. (accept all similar answers)
3. Boys’ preference for male-typed toys increased with age, but girls’ preferences remained the same. (accept all similar answers)
4. undisputed
5. C
6. building blocks and toy vehicles
7. A
8. the societal stereotype that girls are not as good at STEM subjects as boys
9. to avoid gender stereotypes when selecting toys for their children, and keep offering a variety of options (accept all similar answers)