Same Toy, Different Play: Investigating Adults' Ratings of the Cognitive Benefits of Stereotypically Gendered Toys
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| Title: | Same Toy, Different Play: Investigating Adults' Ratings of the Cognitive Benefits of Stereotypically Gendered Toys |
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| Language: | English |
| Authors: | Nicola Katharina Kolb, Frank Niklas, Matthias Stadler |
| Source: | European Educational Researcher. 2026 9(1):37-54. |
| Availability: | European Educational Researcher. University of Seville Faculty of Education, Department of Teaching and Educational Organization, Pirotecnia 41013 Seville, Spain. Tel: +34-955-420590; Fax: +34-954-554306; e-mail: editor@eu-er.com; Web site: https://eu-er.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Sex Stereotypes, Adults, Toys, Cognitive Development, Assertiveness, Creativity, Mathematics Skills, Spatial Ability, Social Behavior, Verbal Ability, Technology, Skills |
| ISSN: | 2517-6323 |
| Abstract: | Gender-stereotype toys play a crucial role in early childhood development, offering opportunities for learning and skill-building, in specific cognitive skills. This study examines how adults perceive the cognitive skills promoted by gender-stereotyped toys and explores whether these perceptions align with traditional gender norms. Using an online survey, 176 participants (age from 18 to 94) evaluated toys previously classified as boys', girls', or gender-neutral based on their potential to foster seven cognitive skills: assertiveness, creativity, mathematical skills, spatial reasoning, social behavior, technical skills, and verbal skills. Toys were classified based on previous research and established criteria. The results revealed significant differences in adults' subjective ratings. Boys' toys were associated with assertiveness and technical skills, while girls' toys were linked to creativity, social behavior, and verbal skills. However, no significant differences were found for mathematical skills or spatial reasoning, suggesting potential shifts in gendered perceptions. The study highlights the persistence of gender stereotypes in toy evaluations and emphasizes the importance of providing diverse play opportunities to foster a broad range of cognitive skills in all children. In future studies, the discrepancy between perceptions and actual developmental outcomes should be analyzed in depth, e.g., observing children's interaction with toys. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500481 |
| Database: | ERIC |
| Abstract: | Gender-stereotype toys play a crucial role in early childhood development, offering opportunities for learning and skill-building, in specific cognitive skills. This study examines how adults perceive the cognitive skills promoted by gender-stereotyped toys and explores whether these perceptions align with traditional gender norms. Using an online survey, 176 participants (age from 18 to 94) evaluated toys previously classified as boys', girls', or gender-neutral based on their potential to foster seven cognitive skills: assertiveness, creativity, mathematical skills, spatial reasoning, social behavior, technical skills, and verbal skills. Toys were classified based on previous research and established criteria. The results revealed significant differences in adults' subjective ratings. Boys' toys were associated with assertiveness and technical skills, while girls' toys were linked to creativity, social behavior, and verbal skills. However, no significant differences were found for mathematical skills or spatial reasoning, suggesting potential shifts in gendered perceptions. The study highlights the persistence of gender stereotypes in toy evaluations and emphasizes the importance of providing diverse play opportunities to foster a broad range of cognitive skills in all children. In future studies, the discrepancy between perceptions and actual developmental outcomes should be analyzed in depth, e.g., observing children's interaction with toys. |
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| ISSN: | 2517-6323 |
