Spolni razvoj djeteta

undergraduate thesis

• Title (english): Child's sex development
• Author: Ema Mrnjavac
• Mentor: Renata Miljević-Riđički (mentor)
• Committee member: Diana Olčar (predsjednik povjerenstva)
• Committee member: Renata Miljević-Riđički (član povjerenstva)
• Committee member: Ema Petričević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Psychology); Zagreb
• Defense date and country: 2020-09-07, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Spolni razvoj može označavati razvoj spolnog identiteta i njegove rodne tipizacije ili razvoj spolnosti ili seksualnosti djeteta. Zato i spolni odgoj kao edukaciju u spolnosti treba razlikovati od rodno prilagođenog odgoja koji je usmjeren na zdrav psihološki razvoj kroz usvajanje rodnog identiteta te oblikovanje rodnih uloga uz razbijanje rodnih stereotipa. Razvoj je složeno zbivanje koje obuhvaća promjene od začetka do kraja razvojne dobi. Časom oplodnje i povezivanjem kromosoma određen je genski spol embrija, ali nakon te faze spolne determinacije tek slijedi spolna diferencijacija koju prije rođenja prati i spolna diferencijacija mozga. Spolno tipiziranje je proces tijekom kojeg djeca uče ponašanja i stječu uvjerenja koja se smatraju prikladnim za njihov spol. U tom procesu sudjeluju biološki, kognitivni i društveni mehanizmi. Većina djece se identificira kao „dječak“ ili „djevojčica“ do treće godine tj. iskazuju svoj spolni identitet. Spolna stabilnost javlja se oko četvrte godine, a spolna dosljednost oko pete. Rodni stereotipi predstavljaju grubo pojednostavljujuće, ali duboko ukorijenjene pretpostavke o muškim i ženskim osobinama u jednom društvu i to ne samo uvjerenja o tome kakvi muškarci i žene jesu, već i kakvi bi trebali biti. Ovi stereotipi su poprilično razvijeni do pete godine, a postaju rigidno definirani između pete i sedme godine što čini razdoblje predškolskog obrazovanja kritičnim razdobljem za bavljenje rodnim stereotipima. U empirijskom dijelu vlastitim ispitivanjem grupe djece u predškolskoj ustanovi potvrđene su teorijske pretpostavke o procesu tipizacije spolova koja vodi odabiru spolno stereotipnih igračaka i odjevnih predmeta, spolnoj segregaciji pri preferencijama odabira partnera za igru, te namjeri odabira spolno/rodno specifičnih zanimanja, ali odbačena je mogućnost da bi stereotipi vodili seksizmu i spolnoj/rodnoj diskriminaciji jer djeca smatraju da sva zanimanja mogu jednako uspješno obavljati oba spola.

Abstract (english)

Child's sex development can mean the development of gender identity and gender typification or the development of sexuality of a child. Therefore, education in sexuality should be distinguished from gender-adjusted education that is aimed at healthy psychological development through the adoption of gender identity and the formation of gender roles, while breaking gender stereotypes. Development is a complex process from the conception to the end of developmental age. The process of fertilization and chromosome binding determines the genetic sex of the embryo, which is followed by the sex differentiation of the body, accompanied by sex differentiation of the brain. Gender typing is a process during which children learn behaviors and acquire beliefs that are considered appropriate for their gender. Biological, cognitive and social mechanisms are involved in this process. Most children identify themselves as "boy" or "girl" by the age of three, ie they express their sex or gender identity. Gender stability occurs around the age of four, and gender consistency around the age of five. Gender stereotypes represent simplistic but deeply embedded assumptions about masculine and feminine traits in a society, and not only beliefs about what men and women are like, but also what they should be like. These stereotypes are quite developed by the age of five, and become rigid between the ages of five and seven, making the period of preschool education a critical period for dealing with gender stereotypes. In the empirical part, my own research on a group of preschool children confirmed assumptions about the process of gender typing that leads to the choice of gender stereotypical toys and clothing, gender segregation in the preferences of choosing peers for play, and the intention of choosing gender-specific occupations for their future. The possibility of stereotypes leading to sexism and gender discrimination has been disproven, because children believe that both sexes can be equally successful in all occupations.

• Keywords: rodno/spolno tipiziranje; rodne/spolne uloge; rodni stereotipi
• Keywords (english): sex/gender typing; sex/gender roles; gender stereotypes
• Language: croatian
• URN:NBN: urn:nbn:hr:147:814366
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/baccalaurea) odgojitelj/odgojiteljica djece rane i preškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/baccalaurea) odgojitelj/odgojiteljica djece rane i preškolske dobi)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-01-27 13:24:28