Developmental differences between preschool boys and girls in Northeastern Germany. Issue 3 (4th May 2018)

• Record Type: Journal Article
• Authors: Lewicki, Käthe; Franze, Marco; Gottschling-Lang, Annika; Hoffmann, Wolfgang
• Is Part Of: European early childhood education research journal. Volume 26:Issue 3(2018)
• Page Start: 316
• Page End: 333
• Publication Date: 2018-05-04
• Subjects: Sex differences -- child development -- preschool -- prevention -- developmental screening; Early childhood education -- Research -- Periodicals; 372.2107204
• DOI: 10.1080/1350293X.2018.1462997
• Languages: English
• ISSNs: 1350-293X

Abstract

ABSTRACT: The general gender discourse has currently revealed gender gaps as early as at preschool age. To analyze developmental differences between boys and girls in Mecklenburg-Western Pomerania, n = 4, 251 preschoolers aged 48–83 months were examined by means of the 'Dortmund Developmental Screening for Preschools 3–6' (DESK 3–6). Using the sex-nonspecific overall screening norms, sex differences were favoring females at all ages and in all areas of competence (0.18 ≤ | d | ≤ 0.82): fine and gross motor skills, language and cognition, and social development. The application of sex-specific norms, however, placed emphasis on diversity within groups instead of sex dichotomies, on the complexity of child development and the individuality of intervention needs: Sex differences were generally negligible, apart from few statistically significant, yet quantitatively small, effects (0.005 ≤ | d | ≤ 0.42). Consequently, competency-based, intersectional, individual-centred rather than sex-based strategies seem promising for preschool programs in northeastern Germany.