Sugawara, 1990). Prosocial behaviour are acts that help another person, such as.
cooperating, sharing, and helping. This study examined how the variables of.
preschool children's sex, age, IQ, and sex role flexibility contributed to their.
prosocial behaviour. It was found that sex role flexibility was positively.
related to boys' prosocial behaviour, but no such relationship was found among.
girls. This could have resulted because possibly when boys take on more.
flexible sex role characteristics, they are freer to express prosocial behaviour.
which is in contrast to the sex role stereotype of females. When the girls.
adopt more flexible sex role characteristics, they would not have as great an.
impact because girls have already developed these prosocial skills.
Benenson (1993), designed a study which examined sex differences in.
children's preference for a dyadic and group interaction in preschoolers. Two.
experiments were conducted, each using puppets. Puppets were chosen instead of.
a doll so that it would appeal to both females and males. In the first.
experiment, children between 4 and 5 years of age interacted with a female.
puppeteer using 1 (dyad) and 3 (group) puppets. Enjoyment of this interaction.
was measured by smiling and eye contact. The second experiment replicated the.
puppet interaction, except the content and order or presentation of the puppets.
was controlled. The subjects in both cases were children from a nursery school.
in the Boston area, who came from middle-class families. Evidence was found in.
both studies that females preferred dyadic interaction more than males. Some.
evidence was found that males preferred group interaction more than females and.
that males form larger play groups than females.
It appears that in the play networks of both boys and girls may undergo.
transformations in size after 5 years of age. Benenson (1994) conducted a study.
to examine this possibility. It was hypothesized that between 4 and 6 years,.
