Gender differences in the development of children's social and emotional competencies during the pre-school year

Abstract

ABSTRACT While studies have used assessments on gender differences regarding social and emotional development, there remains a lack of research on the abilities as well as difficulties that are expressed by pre-school aged boys and girls. This study examines the influence of gender on the development of social and emotional competencies during pre-school. Pre-school Practitioners within five pre-school settings, completed a Strengths and Difficulties Questionnaire (SDQ); and an Emotional Regulation Questionnaire (ERQ) at two separate intervals. ERQ results indicate that boys initially express greater emotional difficulties and by the end of term three, the amount of difficulties decrease for both boys and girls. Between pre and post time scales, both boys and girls were able to increase their abilities and boys rated higher in emotional competency abilities (facilitated by adults). SDQ results indicate that girls had higher proficiencies in the pro-social scale. Furthermore, boys show more improvements than girls between intervals.