Analyze how preschool-age children develop a sense of gender. Gender differences emerge early and conform to social stereotypes about what is appropriate and inappropriate for each sex. The strong gender expectations held by preschoolers are explained in different ways by different theorists. Some point to genetic factors as evidence for a biological explanation of gender expectations. Social learning theorists focus on environmental influences, whereas cognitive theorists propose that children form gender schemas, which are cognitive frameworks that organize information that the children gather about gender.

When it comes to understanding how children develop a sense of gender, the biological theory of gender posits that biological factors, including genetics, hormones, and brain physiology, are the foundation. According to this theory, boys and girls are hardwired to exhibit gender-specific behaviors and preferences from birth.
For instance, you might notice that even without any overt encouragement, young boys often show more interest in playing with trucks, while girls may prefer dolls. This tendency is thought to stem from their genetic makeup which shapes their interests, actions, and even the types of play they find most engaging. While this theory provides a framework for understanding gender development, it's crucial to remember that individual experiences do vary and that biological predispositions are one part of a larger, complex picture of gender identity formation.

Moving beyond genetics, the social learning theory turns the spotlight on the environment's role in shaping gender development in children. This perspective asserts that children learn about gender roles through direct teaching and by observing and imitating others, particularly those closest to them like family members, peers, and media figures.
As a child witnesses and imitates the behavior of others, they receive reinforcement through praise or rewards when they adhere to society’s gender norms. A young boy who is applauded for playing sports, for example, learns to associate such activities with being male. It's a process that heavily leans on the 'nurture' side of the 'nature vs. nurture' debate, underscoring the powerful impact of upbringing and societal influence on a child's understanding of gender.

The cognitive development theory shifts the focus from outside influences to the child’s internal thought processes. This theory is anchored on the notion that children are not just passive recipients of information; instead, they actively try to make sense of the social cues around them to create their understanding of gender. Once a child can distinguish between male and female, they begin to categorize behaviors, traits, and roles associated with each gender into what are known as 'gender schemas'.
Such schemas are like mental roadmaps guiding a child in deciding what actions or preferences are gender-appropriate. A girl might pick out a dress to wear not because society directly tells her to but because her gender schema associates dresses with being feminine. Cognitive development theory provides insight into how children are active participants in their own socialization process.

Diving deeper into cognitive psychology, gender schemas are central to how children perceive and process information about gender. These are structured sets of beliefs and expectations about gender that children create from their experiences in the world. It’s like a library in their mind, sorting all incoming data into 'for boys' or 'for girls' categories. This mental categorization affects not only how they interpret their own behaviors and preferences but also those of others around them.
This means a child, equipped with these gender schemas, is navigating the world with a lens that constantly evaluates activities, occupations, and even emotions as aligned with male or female gender roles. For educators and parents, it's important to recognize these schemas' workings, as they significantly shape a child's engagement with society and their self-identity.