Ability and Preference for Toys: Parents' and Children's Perceptions About Play and Gender

• In Event: AERA Poster Session 8
  In Poster Session: Affective Influences on Learner Success

Abstract

Early childhood play experiences can support children’s learning (Weisberg, Hirsh-Pasek, & Golinkoff, 2013). Gender differences are often observed across different types of play, and parents’ and children’s beliefs about play may influence children’s play experiences. This study assessed parents and children gendered beliefs about play. Results show that only parents report gender beliefs for spatial and non-spatial toys, both for children’s skill using those toys and their preferences for playing with them. Parents rated educational value highest for spatial toys and lowest for digital toys. Boys and girls were equally likely to choose a digital toy as their favorite, while girls were more likely to choose a non-spatial toy than boys. Further results and implications are discussed.

Authors

• Shoronda Erica Matthews, University of Virginia

• Sierra Eisen, University of Virginia

• Jamie Jirout, University of Virginia