How does cognitive theory account for gender development?

Cognitive theory suggests that gender development is influenced by cognitive processes and social learning.

According to cognitive theory, children actively seek out information about gender and use this information to form their own gender identity. This process is known as gender schema theory. Children develop schemas, or mental frameworks, about what it means to be male or female based on their observations and experiences. These schemas guide their thoughts and behaviours related to gender.

Social learning theory also plays a role in gender development. Children learn gender roles and behaviours through observation and imitation of others. They are rewarded for conforming to gender norms and punished for deviating from them. This reinforcement shapes their gender identity and behaviour.

Cognitive theory also suggests that gender development is influenced by the cognitive processes of categorization and gender constancy. Children categorize people and objects into gender groups, which helps them understand gender roles and expectations. Gender constancy, or the understanding that gender is a stable and consistent characteristic, develops around age 4-5 and allows children to understand that gender is not based on external factors such as clothing or toys.

Overall, cognitive theory proposes that gender development is a complex interplay between cognitive processes and social learning, shaped by cultural and societal norms.