Preschool children's computer interest and competence: Effects of sex and gender role

Abstract

Sex differences in computer interest and competence in preschool children and the relationship of these variables to gender role concepts were investigated. Eighty-two children from a university-affiliated day care center and a nearby Head Start program were individually administered the Sex Role Learning Index (SERLI) as well as a brief computer background questionaire. Computer-related behaviors were assessed in the preschool setting via three matching games (dinosaurs, shapes, and numbers). Computer competence was assessed by number of completed trials for each game. Computer interest was measured through children's level of participation in three categories of computer-related behavior—“proximity,” “observation,” and “working”—as indicated through analyses of selected videotaped computer sessions. For the combined computer competence score, older children completed more trials than younger children. Age and sex main effects were found on the child-figures section of the sex role preference (SRP) scale of the SERLI, with boys and older children indicating a stronger preference for their own sex role. For boys, the computer competence score was related to own sex role discrimination (SRD), and older children scored higher on the SRD scale than younger children. University children were more likely to indicate prior exposure to a computer. Male children viewed the computer as male oriented while female children viewed it as female oriented.