The Effects of Stereotyped Toys and Gender on Play Assessment in Children Aged 18-47 Months

Isabelle D. Cherney, Lisa Kelly-Vance, Katrina Gill Glover, Amy Ruane, Brigette Oliver Ryalls

Research output: Contribution to journalArticle

53 Citations (Scopus)

Abstract

The goals of the present study were to identify the impact particular stereotyped toys have on young children's complexity of play; to identify how these behaviours may influence children's cognitive development using play assessment; and to ascertain the toys that would be most appropriate for use in play assessment sessions. A total of 30 children who ranged in age from 18-47 months were observed playing for 30 minutes in a playroom. Analyses revealed that higher levels of play complexity were only manifested when children played with female stereotyped toys. The implications for practitioners of this and other findings are discussed.

Original languageEnglish (US)
Pages (from-to)95-106
Number of pages12
JournalEducational Psychology
Volume23
Issue number1
DOIs
StatePublished - Jan 1 2003

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Play and Playthings
toy
gender
Child Development
cognitive development

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

Cite this

The Effects of Stereotyped Toys and Gender on Play Assessment in Children Aged 18-47 Months. / Cherney, Isabelle D.; Kelly-Vance, Lisa; Gill Glover, Katrina; Ruane, Amy; Oliver Ryalls, Brigette.

In: Educational Psychology, Vol. 23, No. 1, 01.01.2003, p. 95-106.

Research output: Contribution to journalArticle

Cherney, Isabelle D. ; Kelly-Vance, Lisa ; Gill Glover, Katrina ; Ruane, Amy ; Oliver Ryalls, Brigette. / The Effects of Stereotyped Toys and Gender on Play Assessment in Children Aged 18-47 Months. In: Educational Psychology. 2003 ; Vol. 23, No. 1. pp. 95-106.
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