In order to determine gender differences in behavior in boys and girls, I observed seven activities for ten minutes, taking a total of five observations of the number of boys and girls for each activity. This experiment took place on October 9 from 4 p.m. to 4:10 p.m. at the county primary school. I conducted this experiment as part of the school's after-school program because it is easier to count and observe a smaller sample. Since the beginning of this experiment, there have been a total of twenty-two boys and thirty girls, aged six to eleven years old. The seven activities I recorded were basketball, four squares, jump rope, sliding, swinging, talking, and tetherball. According to Bjorklund, the process of integrating gender roles and values ​​is called gender identification. This is important because it allows children to label, behave, and play the appropriate gender role. Factors that contribute to gender identification are gender constancy, knowing that a person's sex does not change despite physical changes and gender stereotypes. Once children are able to achieve gender constancy, it would help them to know that there are certain things boys do and certain things girls do. This accomplishment leads to gender schemas, “interrelated networks of mental associations representing information about the sexes (430-431). » According to Martin and Halverson's model, developed gender schemas help children label objects and activities that correspond to their gender or gender. other sex (431). For example, a boy knows that trucks are for him while Barbie dolls are for girls. In my observation, I noticed that the children already developed gender schemas because they participated in activities that we...... middle of paper ...... hemata that would help them to learn to label, behave and play the appropriate gender role. They used tools such as imitation and emulation to help them achieve their desired goal. I also learned that there is definitely a difference in aggression and competition in the activities boys and girls do. Activities considered less aggressive, such as jumping rope, sliding, swinging, and socializing, are considered feminine activities because they do not provoke aggression or competition. While activities such as basketball, four square, and tetherball are labeled as masculine activities due to the aggression and competition they evoke. Works Cited Bjorklund, David F. "Social Cognition". Children's thinking: cognitive development and individual differences. Belmont, CA: Wadsworth Cengage Learning, 2012. 424-38. Print.