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Patterns of toy play: An analysis of sex differences

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Abstract

Kindergarten children were videotaped playing with female- and male-traditional toys as well as nonsex-typed toys. Coders calculated time spent by each child in behavioral categories (positive and negative comments, aggression, nurturance, movement, noise, and gadgetry) and rated children on scales (talkativeness, activity, familiarity, enjoyment, proximity, appropriateness, and gentleness). Sex differences were revealed on most dimensions. Boys were rated as familiar with, enjoying, and playing appropriately with two toys (male-traditional and nonsex-typed) and girls on the female-traditional toy. Girls paid more attention to details of the toys, while there were few differences on aggression and movement. Data suggest that children develop varying patterns of play with the same toy—based on their earlier experiences with play materials. Agents promoting these differences (parents, teachers, and peers) are discussed, as are implications of the findings for children's development of skills and cognitive abilities.

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Authors and Affiliations

  1. Department of Psychology, California State College, 92407, San Bernardino, California

    Marsha B. Liss

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  1. Marsha B. Liss
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Additional information

Portions of this report were presented at the annual meeting of the American Psychological Association, Toronto, August 1978. The author wishes to thank the San Bernardino Unified School District for help in conducting the research, and Lorraine Gorski and Dan Kelso for their work as coders.

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Liss, M.B. Patterns of toy play: An analysis of sex differences. Sex Roles 7, 1143–1150 (1981). https://doi.org/10.1007/BF00287590

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