Gender inequality and early childhood development
What is gender inequality?
Gender inequality acknowledges that men and women are not equal and that gender affects
an individual's living experience. These differences arise from distinctions in biology,
psychology, and cultural norms. Some of these distinctions are empirically grounded while
others appear to be socially constructed. Studies show the different lived experience of genders
across many domains including education, life expectancy, personality, interests, family life,
careers, and political affiliations. Gender inequality is experienced differently across different
cultures. Gender inequality is theorized to be necessary for the survival of the species.
Introduction: Gender difference is a prominent feature not only in human beings but also in
Every species Personality is one of the most important psychological dimensions that contribute
To what make an individual unique as well as classify him/her under a common class.
Background
Gender inequality weakens maternal health and harms children through many direct and
indirect pathways. Allied biological disadvantage and psychosocial adversities challenge the
survival of children of both genders.
How does gender identity develop in children?
Gender identity typically develops in stages:
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Around age two: Children become conscious of the physical differences between boys
and girls.
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Before their third birthday: Most children can easily label themselves as either a boy or
a girl.
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By age four: Most children have a stable sense of their gender identity.
During this same time of life, children learn gender role behavior—that is, do­ing "things that
boys do" or "things that girls do." However, cross-gender preferences and play are a normal part
of gender development and exploration regardless of their future gender identity. See the Power
of Play - How Fun and Games Help Children Thrive.
The point is that all children tend to develop a clearer view of themselves and their gender over
time. At any point, research suggests that children who assert a gender-diverse identity know
their gender as clearly and consistently as their developmentally matched peers and benefit from
the same level of support, love, and social acceptance.
Gender power
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Male dominance refers to the beliefs and placement that value men over women and
that institutionalize male control of socially valued resources.
Gender inequality is tied to other inequalities such as race, class, and sexuality to sort
women and men differently.
How do children typically express their gender identity?
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In addition to their choices of toys, games, and sports, children typically express their
gender identity in the following ways:
Clothing or hairstyle
Preferred name or nickname
Social behavior that reflects varying degrees of aggression, dominance, dependency,
and gentleness.
Manner and style of behavior and physical gestures and other nonverbal actions
identified as masculine or feminine.
Social relationships, including the gender of friends, and the people he or she decides to
imitate.
INEQALITY AND DISCRIMINATION
This report examines the impact of gender inequality and discrimination on the survival,
healthy growth and early years’ development of girls and boys and the rationale for investing in
gender-transformative early childhood programming in order to break the cycle of gender
discrimination, promote the rights of girls and boys, and advance gender equality.
EARLY CHIDHOOD
Early childhood is the most important phase of development of a person’s life. This
is when cognitive, social and emotional skills are learned, influencing lifelong educational
achievement, health and wellbeing. When young girls and boys are denied access to the
opportunities, care and services they need to thrive and develop to their full potential, this
affects the rest of their lives.
In many communities, gender inequality is one important root cause of children’s poor
development in the early years.
FURTHUR MORE
Furthermore, it is during their first years that girls and boys learn gendered attitudes and
expectations - from parents, caregivers, other family members and teachers - about how girls
and boys/women and men should behave, their social worth and what their role is in
society. As our research shows, in many countries and communities, right from the earliest age
boys are prepared for their future role as provider and protector, and girls as mothers and
caregivers. Learning these rules and expectations in terms of behaviors and roles can be limiting
for all children – but is likely to be particularly limiting for girls.
CONCLUSION
Remember…Gender development is a normal process for all children. Some children will
exhibit variations―similar to all areas of human health and behavior. However, all children
need support, love, and care from family, school, and society, which fosters growth into happy
and healthy adults.