Gender is social sex, differences between men and women, depending not on biology, but on social conditions, i.e. education and common in

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Gender is social sex, differences between men and women that depend not on biology, but on social conditions, i.e. education and ideas common in every culture about the essence of masculinity and femininity. A person's gender is the natural basis of his individuality.

Reasons: high percentage of divorces in society; the prevalence of single-parent families; the dominant role of the mother in the family; passive participation of men in raising children; lack of culture between boys and girls. software and methodological support does not take into account the gender aspect; low percentage of male teachers; the predominance of “girly” materials and aids in the subject development environment; construction of the pedagogical process without taking into account gender characteristics.

Gender culture involves: * the formation of ideas about life purpose men and women, their inherent positive qualities and character traits. * disclosure of mental, physiological and ethical characteristics of boys and girls. * formation of ideas about male and female dignity.

Criteria for the formation of gender culture (in general): the formation of correct relationships between a boy and a girl, a boy and a girl; desire for mutual understanding; the presence of qualities characteristic of a boy (young man, man): courage, skill in business, chivalry, hard work, nobility, ability to overcome difficulties, etc.; the presence of qualities characteristic of a girl (girl, woman): kindness, femininity, responsiveness, gentleness, tolerance, care, love for children; presence of honesty, sincerity, trust, fidelity, mercy, mutual assistance

The period of preschool childhood is the period during which teachers and parents must understand the child and help him discover the unique opportunities that are given to him by his gender if we want to raise men and women. The formation of gender stability is determined by sociocultural norms and depends primarily on the attitude of parents to the child, the nature of parental attitudes and the attachment of both mother to child and child to mother, as well as on his upbringing in a preschool educational institution.

Boys and girls are not only dolls and cars, whims and fights, straight A's or remarks in diaries. The worlds of boys and girls are similar in some ways, but different in others. We, adults, also come from these worlds, but, perhaps, we have largely lost the ability to see, hear, and feel as we did in childhood. To understand your children, it is important to remember that this is not just a child, but a boy or girl. They look and see differently, listen and hear, speak and remain silent, feel and experience.

The most productive approach to education is not to try to “put” ready-made models of behavior into a child and force him to conform to certain models, but only to create conditions in which the adoption of certain models will be his personal choice. In the formation of masculinity or femininity, our task is to show the child examples of what we consider true in the image of a “real man” or “beautiful lady”, and help him adopt or develop traits that will allow him to become a worthy representative of his gender.

No later than 18 months, the child begins to realize whether he is a boy or a girl. But between the ages of two and six, children begin to associate themselves with one gender or another and choose certain behaviors and games that characterize their belonging to one of the two genders. Most sociologists agree that the interaction of natural qualities and upbringing determines the manner in which these gender roles will be played out.

Physical Growth Between the two important stages of growth—infancy and adolescence—girls and boys grow at approximately the same slow but steady rate. No significant differences are observed until children finish primary school, when girls begin to gain significant height, although over the next few years boys catch up and surpass girls in height.

Height and weight of infants It turned out that even the anthropometric data of boys and girls, starting from birth and throughout the entire period of infancy, are somewhat different from each other. Thus, the average body weight of a mature newborn varies from 3000 to 3700 g for girls, and from 3100 to 3800 g for boys. Minor differences are also found in height. The height of full-term girls ranges from 49 to 52, and boys - from 50 to 53 cm. During the first year of life, boys grow on average by 17, and girls by 16 cm. However, during the second year of life, girls begin to “overtake” boys, growing up from one to two years of age on average by 11 cm, while boys by 10 cm.

Age Height Body weight Head circumference Chest circumference 2 years 80,110,245, years 89,011,747,048.2 4 years 94,013,047,849.2 5 years 99,914,748,450.4 6 years 105,316,348,851.5 7 years 111,117,949,153, 2

Motor skills Basic motor skills in boys (running, jumping, maintaining balance) develop somewhat faster, while in girls, more subtle skills (the ability to hold a pencil, writing) are primarily improved. Often for this reason, girls are more likely to show interest in art (drawing, coloring, sculpting). Boys are also more aggressive and impulsive physically, according to studies of their brain activity. The area of ​​the brain responsible for pleasure is more often activated in boys in risky situations. This does not mean that girls are not active and do not like to take risks, but in general boys are more prone to this

Verbal communication skills In most cases, boys begin to speak later than girls, and they also have more limited lexicon. Girls are better at perceiving nonverbal cues, such as tone of voice or emotion, which makes them more adept communicators early on because they can more quickly match feelings to words. This is exactly what you can focus on when reading a book with your son: focus on the emotions of the characters so that the boy learns to notice how others feel.

Features of development and psychological characteristics in boys and girls they appear in the first year of life. Parents need to take into account the gender of the child and the characteristics of their upbringing in order to predict the behavior of their children. Consults Doctor of Medical Sciences, Alla Barkan.

About the structure of the brain Most parents, thanks to ultrasound, know the sex of their unborn child even before his birth and begin to prepare a dowry for him - blue or pink. We attach special importance to the color of a child’s clothing, but do not think about the fact that already in infancy, boys and girls differ – both in behavior, and in their perception of the world around them, and in reactions.

It turns out that the brain structure of children of different sexes, although very similar, is still different. Moreover, these differences can be identified already from the prenatal period. This was described in most detail by the American educator and family psychotherapist Michael Garien. It turned out that a female fetus is less active in the uterus than a male fetus. The cerebral cortex of future girls develops faster than that of future boys. But boys' brain mass is about 10% greater than girls'. Even greater differences between girls and boys emerge after birth. It is advisable for parents to know about this and, based on their knowledge, raise their son or daughter differently. So, for example, you need to remember that for a boy to fully develop, there is no need to greatly limit his space - so that he walks, runs, climbs on sofas and chairs, climbs stairs. And with girls, on the contrary, do not insist on noisy games, play more with dolls and soft toys with them. It has been noticed that parents pick boys up less often, pull them back and scold them more often, and feel sorry for girls more.

React less to loud sounds. During infancy, almost half as many girls look at their mother. They see better with the left eye. Spatial vision is developed. They perceive the blue end of the color spectrum better. They play more actively and prefer noisy activities. They prefer mechanical toys. Sensitive to salty foods. Easier to get irritated. Later, girls begin to pronounce their first words, and their vocabulary is smaller than that of girls. More often they ignore the voices of not only familiar people, but also their parents. Auditory memory predominates. They often express their emotions through actions. Boys

They recognize shades of emotions better. They calm down faster from quiet, “cooing” words, lullabies and melodic singing. Even at four months they are able to recognize the faces of familiar people in photographs, but this is almost impossible for boys at this age. Peripheral vision is better developed. They perceive the red end of the color spectrum better. They can look at objects, toys and play with them longer. They prefer bright soft toys and dolls. They love sweets and are very sensitive to bitter. More often they are sad. Very sensitive to physical influences on the skin. Show less interest in exploring the world around them. Visual memory predominates. They start talking earlier. They often express emotions in words. Girls

Are boys and girls raised differently? Boys and girls do not have the same needs, and what is important to some is completely unimportant to others. Therefore, they cannot be raised in the same way. Of course, the main need for both is love. But love can be expressed in different ways. First of all, it manifests itself through trust and care. Caring is a willingness to always come to the child’s aid, an interest in his well-being, an interest in his personality, a desire to make him happy, compassion for his pain. Caring is an active type of love. Trust means recognizing that the child is okay. This is the belief that a child can successfully learn from his own mistakes. It is the willingness to let life take its course, trusting that everything will work out in the end. Trusting a child means believing that he is always doing the best he can, even if at first glance it seems as if this is not the case.

Regardless of age, boys need more trust, and girls need more care. The boy is pleased with himself if he can act independently. By achieving something without outside help, he gains self-confidence and self-esteem. Thus, a boy may resist having his mother help him tie his shoelaces because he is pleased to know that he is doing it himself. On the other hand, if you offer help to a girl, she will feel loved. Offering help to a girl is a gesture of caring, while allowing a boy to do something on his own is a gesture of trust. It should be understood that boys form a positive image of themselves based on the trust of others, and girls - on the basis of the attention and care that people give them.

Here are a few statements that help you understand how different boys and girls are, and what you should pay more attention to when raising them: 1. Girls need more attention and recognition in response to who they are, what they feel and what they want. 2. Girls feel the need to be loved for who they are. Admire them. 3. Girls need more help and encouragement. 4. A woman or girl is happy if she feels that she can get the support she needs. She becomes despondent when she feels that there is no help for her and she will have to do everything herself. 5. In order to trust loved ones and have self-confidence, girls first of all need care, understanding and respect.

1. Boys need more love, attention and recognition in response to what they do, their ability to function independently and the results of their performance. 2. Boys feel the need for others to be pleased with their achievements. Let's highly appreciate their activities. 3. Boys need more approval and motivation for their activities. 4. A boy or man is happy if he feels that he is needed and he can provide someone with the necessary support. The boy becomes despondent when he feels that no one needs him or is unable to complete the task assigned to him. 5. In order to care for others and feel motivated to act, boys first need trust, acceptance and approval.

Anatomical and physiological characteristics boys girls are born larger, they begin to walk 2-3 months later. Hearing acuity up to 8 years is higher than that of girls. Younger than girls of the same age in biological age. The frontal areas of the brain, which are responsible for planning activities and controlling one’s behavior, develop later. They are born 3-4 weeks more mature, more sensitive to noise, and they are more irritated by bodily discomfort, more responsive to touch. Biological age is higher. The areas of the left hemisphere responsible for speech and rational-logical thinking develop earlier.

Games Games often rely on distant vision: they run after each other, throw objects at a target and use all the space. If there is little space in the horizontal plane, then boys master the vertical plane: climb stairs, climb into a closet, etc. , love to take toys apart. In the games, people take on the roles of a soldier, driver, or pilot. Girls' games are more often based on their immediate vision: they lay out game items in a limited space, a small corner is enough for them, they are less interested in the internal structure of toys, and usually use them for their intended purpose. IN preschool age They willingly master various social roles; the role of mother is very attractive to them.

Mental activity They perform better search activities and come up with new ideas; the thoroughness and accuracy of the design is not great. It is difficult to complete multi-stage tasks, they do not tolerate monotony, they do not sit still, but they like tasks that test their intelligence. They are better at completing standard tasks, according to a template. Thoroughness, attention to detail, at a high performance level. They learn rules and algorithms more easily and love repetition tasks.

Behavior in class Look at the table in front of you; if they know the answer, they answer confidently, ask questions in order to obtain some specific information. At first, classes take a long time to unwind and they don’t look at the teacher. Peak performance occurs at the end of the lesson. They look in the face when answering, look for confirmation in the eyes of the correctness of the answer, and only after the adult nods do they continue more confidently; they ask questions more with the goal of establishing contact, and are more focused on relationships between people. After starting classes, you quickly gain an optimal level of performance.

Perceptions of an adult's assessment Boys are interested in the essence of the assessment, that is, what exactly is being assessed and what exactly he did wrong. Girls should not be immediately told that they performed the task poorly, since a violent reaction will not allow them to rationally realize what exactly they were doing wrong.

If we develop a model of interaction between kindergarten and family, taking into account the gender approach in raising a child, we will strengthen the position of parents not only in the family, but also in kindergarten, then the socialization and development of each child, taking into account his personal qualities and gender identification, will be more successful and effective.

What is gender? Gender, sex, difference © Katerina Maksimenko, Laima Heydar

Definition of gender Gender - English. Gender is a grammatical gender. Gender is a system of values, norms and characteristics of male and female behavior, lifestyle, way of thinking, roles and relationships of men and women, modeled by society and supported by social institutions, acquired by them in the process of socialization. Features of socialization are determined by historical, social, political, cultural and economic contexts. Gender beliefs are normative beliefs about the roles of men and women depending on their gender.

Gender and sex Gender issues will be invisible to us if we are convinced that: The social role of men and women in society is determined by their biological sex; The roles of men and women are determined once and for all as Nature or God ordained. In other words, the distribution of social roles between the sexes is the “natural destiny” of a person, man or woman.

Gender and sex Gender and biological sex are not the same thing! People are born with biological sex. Biological sex includes primary and secondary sexual characteristics; Gender is constructed through the process of raising a child as a boy or as a girl: gender is determined by society and culture at that particular period in history.

Where is the "man"? Where is the "woman"? Passivity Weakness Night, moon Heart, emotions Matter Traditional Static World Family Nature Philology Secretary Waiting Circle Activity Strength Day, sun Head, mind Form Progress Mobility War Work Culture, technology Mathematics Chief Action Triangle

Traditional gender ideas Main features of traditional gender ideas: Binary; Hierarchy; Patriarchy: The feminine is subordinate to the masculine; Inequality is justified by nature, the natural course of things; These beliefs are repressive against both women and men

Traditional perception of gender identity Femininity Emotionality Instinctivity Softness Weakness - the “weaker sex” Beauty Caring Intuition Sociability Empathy It is important for her to be understood, to share her feelings The process is more important than the result Masculinity Intelligence Rationality Independence Activity Strength Authoritarianism Risk-taking Restraint in emotions The ability to achieve one’s own, to win It is important to be considered competent, to achieve recognition. The result is more important than good relationships.

Where does gender “work”? Social statuses and norms that are expressed in behavior Division of labor Family responsibilities Personality structure, which is expressed in feelings and behavior Social control Ideology Artistic images, artistic production Language (compare: “one man and his wife” and “one man and her husband”; “all people are sisters")

Gender discrimination If an individual does not conform to gender norms, the repressive mechanism of social gender control is activated: The person is discriminated against Example: the level of tolerance of society can be measured through the degree of tolerance towards sexual minorities

Gender discrimination The average woman is more often discriminated against in the public sphere than the average man: Lower earnings Lack of career advancement Sexism Discrimination against women: Attitudes towards women based on gender, which reduces the importance of personal achievements, limits rights and opportunities. For example: refusal to hire a woman who wants to have children.

Policy of equality and the right to difference Policy of equal rights, freedoms and opportunities The right to difference is also included in the policy of equal rights: The biological sexual difference of men and women should not affect the equality of their rights, freedoms and opportunities Policy of equality and positive discrimination Positive discrimination For an oppressed group temporarily great opportunities are given to balance the representation of certain social groups in important sectors: Quotas in parliament Quotas for admission to universities Social support

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The presentation was prepared by the teacher of Zhemchuzhinskaya secondary school Suleymanova Sh.D.

Consider gender stereotypes and their negative role in society; study social ideas and the purpose of men and women in society; identify false gender stereotypes.

After this lesson, students will learn to identify and define social stereotypes, understand the depth of penetration of gender stereotypes into everyday life, and will be able to analyze and prevent the risks of existing stereotypes.

Organizing time. Updating students' basic knowledge.

3. Teacher's motivational word. Which of the heroes of the situation is a boy and which is a girl? How did you determine the gender of our heroes? Were there differences in answers?

(On sheets of whatman paper, around the figure, it is necessary to schematically depict everything with which the students associate the opposite sex. You can also use quality characteristics.) 4. Studying new material. Divide the class into groups by gender

Gender stereotypes are behaviors that society expects from people based on their gender. Prejudice is biased ideas about a person or group, ideas that are difficult to change even against the backdrop of widespread information. Superstition is an unjustifiably negative attitude towards a certain group of people in general and each person individually.

Prepare each other questions that interest you but are too shy to ask

I like being a girl... I like being a guy... I don't like it in men... I don't like it in women... I envy girls because... I envy guys because...

Used literature and sources 1. Human rights: International treaties of the UN and the Council of Europe. – K., 2. Man and the World. Textbook for 11th grade students of general education educational institutions/ ed. Bacca T.V. – K.: “Osnova”, 2012. 3. We are different - we are equal. Textbook for students in grades 9-11 of secondary schools / ed. Semikolenova E.-K.: “K. I.S”, 2007. 3. Wikipedia. ru 4.You Tube.com

2.5.1 Definition of gender.

2.5. 2 Gender culture and its types.

2.5.3 Gender adaptation. Sex and gender.

2.5.4 Gender conflict. Gender problem.

2.5.1 Definition of gender

Definitions of gender

Gender(from the English gender “gender”) is a concept used in social sciences to reflect the sociocultural aspect of a person’s gender.

Gender– is the social organization of sexual differences; cultural characteristics of behavior that corresponds to gender in a given society and at a given time. Gender is a social construction of a system of socio-gender and role relations.

Gender is “the conscious meaning of sex, the sociocultural manifestation of the fact of being a man or a woman, mastered characteristics, expectations and behavior patterns” (V. Shapiro).

Gender is “a set of social roles; it is a suit, a mask, a straitjacket in which men and women perform their unequal dances” (G. Lerner).

Not sex, but gender determines the psychological qualities, abilities, types of activities, professions and occupations of men and women through the education system, traditions and customs, legal and ethical norms.

Gender as a concept has been used occasionally in social sciences since the second half of the twentieth century. to display the sociocultural aspect of a person’s gender. Gender acts as a social organization of sexual characteristics. This is a cultural characteristic of behavior that corresponds to gender.

In the culture of society and the individual, it is gender, and not sex, that determines the psychological qualities, abilities, activities, professions and occupations of women and men through the education system, traditions and customs, legal and ethical norms. This is a kind of result of human socialization, and not of his biological development. The ideas of sexual characteristics of biological and social development that are being actively developed have attracted the attention, first of all, of sociologists and psychologists.

The psychology of sex roles is especially persistently proposed: sex roles are formed throughout a person’s life. The gender role is mastered by awareness of the meaning of gender, when a person discovers his own belonging to one gender or another. Gender here reflects ideas about the behavior expected of female or male members of different ages, occupational status, ethnicity, religions and cultures.

Gender roles are part of the acquired culture, the result of the socialization of the individual and his upbringing. The dialectics of gender principles requires taking into account the feminine and masculine principles in history, the features of the material and spiritual development of women and men. Dissimilarity can be traced in social terms associated with the biological development of people. This is confirmed by the existence of male and female principles in history.

2.5.2 Gender culture and its types

Gender culture appears as system regulation of relations between the sexes, value-conscious a set of rules and norms of social interaction of individuals in accordance with gender, embodied in the principles and traditions of social life. Changes in it are reflected in the economic and political stratification of society, as well as in the socio-demographic, socio-professional and national structures.

In the history of mankind it is customary to highlight three main types of gender culture: 1) Matriarchy; 2) Patriarchy; 3) Biarchat.

Matriarchy- a hypothetical form of social order in which family and political power belongs to women. Today, anthropologists, speaking of “matriarchy,” often cite the example of matrilineal societies: the Melanesians of the Trobriand Islands, the Micronesians of Truk Island in Oceania, the Minangkabau Malays of Western Sumatra, the Nasi of South China and many others.

The main features of most of these societies can be considered the following:

1) the role of women is quite large, since in hoe farming female labor is the main one; These societies are characterized by the presence of a maternal family, that is, matrilineality and matrilocality or avunculocality (marriage settlement in the group of the mother's brother) are preserved, often even dislocality (each spouse lives in his own group with occasional marriage meetings) or ambiocality (alternate residence of spouses in one or another another group);

2) the economic and everyday ties of a person with his mother’s brother are very strong;

3) the common economic interests of the spouses are quite weak, and the connection between the children and their father is often weak;

4) the position of women is quite pronounced; women are often the custodians of traditions, customs, religious cults, and participate in public life and decision-making.

Patriarchy. The general meaning of this concept is the dominance of men over women. All known societies are patriarchal, although there are differences in the degree of patriarchy and the nature of men's power over women (Giddens).

The ideology of male superiority finds its justification not in sexual relations, but in the global process of human reproduction, in the interests of the race. And the primary division of labor, which affirms the patriarchal structure, is also carried out in the interests of the clan. Men and women, at that time tribal beings who had no idea about their personal, individual fate, obeyed his instructions.

Biarchat represents the “dominance” of the two sexes. Gender culture develops according to the laws of historical continuity. Each era leaves its mark in the development of sociality, while historical enrichment does not carry with it the negation of previously acquired values, it means their new existence in a newly emerging cultural system.

Every system is a historical type gender culture. In history, as a unity of discontinuity and continuity, there are objectively periods of transition from one type of culture to another. Accordingly, there are periods of adaptation of social communities to the imperative of the system of social relations. Gender adaptation is a manifestation of this pattern, within the framework of which gender communities are the subject of adaptation.