kohlberg - cognitive

• Gender Constancy Theory (Kohlberg, 1966)


  Kohlberg developed his theory according to Piaget's theory of cognitive development, where he argued that very young children lack conservation skills, making it difficult for them to make the distinction between how something looks and reality
• Cognitive Development


  The way we think changes as we get older. This is due to physical changes in the brain. The brain becomes capable of increasingly complicated thinking. Therefore, changes in understanding of gender are the outcome of age-related changes. Development of gender (identity and understanding) occurs in stages, children gradually progress as their way of thinking matures
• Gender Constancy Theory (Kohlberg, 1966)


  Children progress through a series of stages and that their progress is dependent on brain maturation, as their cognitive capabilities develop
• Gender Constancy Theory (Kohlberg, 1966) Stage 1: Gender Identity / Labelling (18 months – 3 years)


  • Children can identify themselves as male or female, based purely on external appearances e.g. how an individual is dressed. Children will change the gender label if outward appearance changes e.g. 'he has long hair so he must be a girl now'. (Link with Piaget: child lacks conservation skills – pre-operational thinking) they do not realise gender is consisent
• Gender Constancy Theory (Kohlberg, 1966) Stage 2: Gender Stability (3 – 5 years)


  • Children understand that gender is consistent over time i.e. that they will grow up to be a mummy or daddy. However, they can't recognise that gender is consistent across situations. They still use superficial, physical signs to determine gender e.g. they may think that if a male engages in a female activity, (e.g. playing with dolls) it may cause him to become female
• Gender Constancy Theory (Kohlberg, 1966) Stage 3: Gender Constancy / Consistency (6+ years)


  • Children understand that gender is constant over time and situations, despite changes in appearance. Children then begin to develop an understanding of gender-appropriate behaviours and pay attention to same-sex role models. At this age children start to identify with adult figures possessing the qualities that are seen as relevant to their own gender, and they start imitating same-sex models and following sex appropriate activities
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