THE STATUS OF GENDER-ROLE IDENTITY IN SENIOR PRESCHOOL CHILDREN FROM SINGLEAND TWO-PARENT FAMILIES

Abstract

The article features the results of theoretical generalization and empirical research of the statuses of gender-role identity in senior preschool children from singleand two-parent families. The article demonstrates the relevance of the stated problem and assesses the level of its investigation by modern science. The gender-role identity is analyzed as a consciousness component, which reflects understanding of oneself as a representative of the defined sex. It also includes stereotypes about masculinity and femininity and the attitude towards them. The peculiarities of preschool age are described from the position gender-role identity formation. The empirical research is directed not only at the description of gender- role identity of senior preschool children, but also at the description and the analysis of features of the status of gender-role identity in preschool children from full and incomplete families. It has been proven that the status of gender-role identity of the senior preschool children is only partly defined by the structure of family. Stereotypic ideas of differences between boys and girls most often are found in children from disfunctional families, whereas children from full families more often display an attractive image of the opposite sex. Children from twoparent families incorrectly identify themselves with age.