investiGaming is a publication of the Serious Game Design group in the Department of Telecommunication, Information Studies, and Media at Michigan State University, 2007-2009
This gateway is partially supported by grant 0631771 from the National Science Foundation.
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Children Pre SchoolinvestiGaming › Tags › Children Pre School
Selected highlights from the CHILDREN PRE SCHOOL tag (scroll down to see the full list of entries with this tag, including links to the entries)
Characters and Gender
• Player-controlled characters are usually male, and even nonhumans outnumbered female characters. (The Henry J. Kaiser Family Foundation, 2002)
• Of the 43 educational software programs for young children that were studied, 20 presented only male main characters, 18 included both male and female main characters, and 5 contained only female main characters (Sheldon, 2004)
• Slightly more female main characters presented in educational software for young children exhibit counter stereotyped behavior than the male characters that were presented (Sheldon, 2004).
Differences among Pre-K Girls and Boys
• Pre-K girls tend to have difficulty recognizing a collection of points as a shape or shapes. They may also have trouble manipulating dots or following dots in 3D environments. (Vasilyeva, 2006)
• 3.5 to 4.5 year old boys were more likely to use trial and error when completing puzzles, whereas girls tended to look for clues and related their prior knowledge to the puzzle in order to develop a strategy (Tchernigova, 1995).
• 3.5 to 4.5 year old girls were more persistent than boys when trying to complete puzzles, and the girls were better able to verbalize their strategies both to the experimenter and to a classmate than the boys were (Tchernigova, 1995).
Children’s Gender Perceptions
• When describing toys that other children would like, 3 and 4 year old children used sex-role-oriented thinking (11%-55%) to justify their answers, however, they used significantly less of this type of reasoning to justify decisions regarding their own toy preferences (Eisenberg, N, 1982).
Eisenberg, N., Murray, E., & Hite, T. (1982)
Synopsis:
In order to determine if children’s understanding of sex appropriateness of toys is an important conscious determinant of sex-typed object choices, 3- and 4-year-old children were interviewed about toys they thought they themselves, another boy, and another girl would like and dislike and why.
Keywords:
journal, children, gender stereotypes, preschool
Full Text: No | Abstract: Yes | Highlights: Yes
Synopsis:
A national study of more than 1,000 parents of children ages six months through six years were studied in order to help understand the implications that the explosion of electronic media marketed directly at this age group has had on young people’s lives.
Keywords:
report, children, preschool, television viewership, computer skills, parents and gaming
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
48 educational software packages for preschoolers were analyzed according to gender representations and stereotypes within the software.
Keywords:
journal, academia, educational games, preschool, femininity, masculinity, gender stereotypes, npcs,
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
Ten boys and 10 girls from the same preschool class with a median age of 4 years 1 month from multicultural middle class families were observed while solving puzzles in order to identify gender differences in preschoolers’ problem solving skills.
Keywords:
report, children, preschool, competition, gaming social context, puzzles
Full Text: Yes | Abstract: Yes | Highlights: Yes
Synopsis:
In order to study how young children use geometric features of layouts in solving mapping tasks, 3-to-6 year old children were asked to identify a target location in a layout shaped as an isosceles triangle by using information provided in a picture of that layout.
Keywords:
journal, psychology, spatial cognition, children, preschool
Full Text: Yes | Abstract: Yes | Highlights: Yes