Peer interactions and toy preferences of preschool aged children as functions of their parents' and teachers' gender role perceptions

The aim of this study was to investigate the game and peer preferences of preschool aged children as functions of their parents? and teachers? gender role perceptions. In the research, in the line with the stratified purposeful sampling methods, the schools in which there are kindergartens in Adana city center are separated into three groups by considering socioeconomic level (high, middle, low). Sample of the present study came from randomly selected schools in three different socioeconomic levels. The study?s sample consists of participants, 50 from high socioeconomic level (15 mothers, 16 fathers, 19 teachers), 33 from middle socioeconomic level (12 mothers, 10 fathers, 11 teachers), 34 participants from low socioeconomic level (13 mothers, 12 fathers: 9 teachers), totally 117 participants (N=117) and 61 children (N=61). In the research, as data collection tools Demographic Data Forms, Sex Roles Behaviors Scale (SRBS), Group Observation Form, Individual Observation Form and Parent Interview Form are used. Gender role perceptions of parents and teachers were assessed using Sex Roles Behaviors Scale (SRBS), while participant children were observed in a group and individual. The SRBS which is made use of in this research is taken from Gökkaya?s (1994) thesis? appendix. In the research, in terms of data analysis: one way variance analysis (ANOVA), t-test, Pearson correlation are used.Results of the study revealed that the gender role perceptions of the fathers were significantly differed by socioeconomic level. Fathers coming from low socioeconomic level showed more masculine characteristics than middle and high socioeconomic parents. Children?s play and peer preferences also significantly differed by sex of the participant children. While boys preferred to play rough and tumble games in larger groups requiring a wider space, girls preferred to play games that include caring for others, imitating role models such as parents and teachers. Girls? games also required more interpersonal interactions than boys? games, more talking and smaller groups.