![]() One of the two classes was randomly selected as the experimental group ( n = 28), and the other was the control group ( n = 26). Fifty-four children (61–79 months old) from two public kindergarten classes in northern Taiwan participated in this study. We aimed to determine whether exposure to counter-stereotypical information could break gender stereotypes in kindergarten children. Cognitive-based interventions have been widely used in school settings and have been suggested to play important roles in children’s gender stereotyping and in their processing of counter-stereotypic information.
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