Self Regulation and Gender Identity Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Self Regulation and Gender Identity Discussion
please respond to meghan with 200 words 100 words for each topic
Topic 1: Gender
A child’s parents create the environment that the child will develop their gender identity in. The child is treated in certain behavioral ways according to the child’s sex. Boys are usually treated rougher and taught to be more aggressive. Girls are treated gently and more delicately than boys. Parents tend to buy gender specific toys, games, and books for their children. Father’s do seem to be more opinionated on how their male children are treated. Huston (1993), Leaper (2000) discussed “Throughout childhood, parents encourage males in active, gross motor, and manipulative play; females are encouraged in passive feminine role taking and fine motor play, with fathers being more stereotypical than mothers”( as citied in Berns, 2016, p. 488).These patterns that parents and other adults relay to children develop the child’s cognitive thoughts on gender. A child’s environment also has influence on the way children develop their perceived gender role. Boys and girls are directed to gender specific activities. The child looks to their peers for acceptance. They observe other children and imitate them. Both boys and girls want to be accepted by their peers and many times compete for social status. The child’s school and community they live in also influence the child’s idea of gender. In that in some schools activities such as sports, electives offered, and schools extra curricular activities can be gender specific. Within the community many roles or careers are gender specific. Many women work as secretaries, nurse’s, or within the home. Men have more professional prestigious roles. According to Berns, in communities the stereotypical role of women are occupations of nurturing, service, or teaching, while men occupations such as engineering, law, and medicine are prevalent.
I went to Target’s toy department and found a doll aisle and a hot wheels and action figure aisle. The store did offer play-doh, lego’s, and baby toys that were gender neutral. The older children were offered card and board games, sporting equipment, and science related kits that are gender neutral. It was easy to see that the girl’s toys were in pink and other bright colors, and the boy’s toys were in blue and darker colored packaging. Comstock & Scharrer ( 2007) discussed “ That boys video games have violence and are action packed. Many male games are centered around sports and learning strategy. Girls games are based on skill and luck, and toward female role models” ( as citied in Berns, 2016, p. 494).
Topic 2: Self-regulation.
Self-regulation is how a person is able to control their impulses and thoughts until they are able to act on their impulses or ideas at the appropriate time. Berns wrote “Self-regulatory behavior involves the ability to delay gratification, the ability to sustain attention to the task, and the ability to plan and self-monitor a goal-directed activity, whether social or moral conduct or academic or athletic achievement” (2016, p. 453). An example of self-regulation is when a tent was set up in the classroom of preschoolers, when the children entered the room they became very excited and of course wanted to play inside the tent. The teacher told them that they have to do their school work before they could play in the tent. The children were excited to do their daily assignments so they could play once they were finished with the goals. The children would encourage the one’s that were still working. Once all the children had completed their assignments they all played together with many smiles, laughter, and excitement in the tent.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. 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