Childhood gender nonconformity

Childhood gender nonconformity (CGN) is a phenomenon in which prepubescent children do not conform to expected gender-related sociological or psychological patterns, or identify with the opposite sex/gender. Typical behavior among those who exhibit the phenomenon includes but is not limited to a propensity to cross-dress, refusal to take part in activities conventionally thought suitable for the gender and the exclusive choice of play-mates of the opposite sex. Childhood gender nonconformity (CGN) is a phenomenon in which prepubescent children do not conform to expected gender-related sociological or psychological patterns, or identify with the opposite sex/gender. Typical behavior among those who exhibit the phenomenon includes but is not limited to a propensity to cross-dress, refusal to take part in activities conventionally thought suitable for the gender and the exclusive choice of play-mates of the opposite sex. Multiple studies have correlated childhood gender nonconformity with eventual homosexuality; in these studies, a majority of those who identify as gay or lesbian self-report being gender nonconforming as children. The therapeutic community is currently divided on the proper response to childhood gender nonconformity. One study suggested that childhood gender nonconformity is heritable. Gender nonconformity in children can have many forms, reflecting various ways in which a child relates to their gender. In literature, gender variance and gender atypicality are used synonymously with gender nonconformity. The concept of childhood gender nonconformity assumes that there is a correct way to be a girl or a boy. There are a number of social and developmental perspectives that explore how children come to identify with a particular gender and engage in activities that are associated with this gender role. Psychoanalytic theories of gender emphasize that children begin to identify with the parent, and that girls tend to identify with their mothers and boys with their fathers. The identification is often associated with the child's realization that they do not share the same genitals with both parents. According to Freud’s theories, this discovery leads to penis envy in girls and castration anxiety in boys. Although there is not much empirical evidence to back up Freud, his theories sparked new conversations surrounding sexuality and gender. Social learning theory emphasizes the rewards and punishments that children receive for sex appropriate or inappropriate behaviors. One of the criticisms of social learning theory is that it assumes that children are passive, rather than active participants in their social environment. Cognitive development theory argues that children are active in defining gender and behaving in ways that reflect their perceptions of gender roles. Children are in search of regularities and consistencies in their environment, and the pursuit of cognitive consistency motivates children to behave in ways that are congruent with the societal constructions of gender. Gender schema theory is a hybrid model that combines social learning and cognitive development theories. Daryl J. Bem argues that children have a cognitive readiness to learn about themselves and their surroundings. They build schemas to help them navigate their social world, and these schemas form a larger network of associations and beliefs about gender and gender roles. Toys for girls tend to be round and pink, while toys for boy tend to be angular and blue. The subtle characteristics of toys may differentially appeal to the developing brains of female and male children. In a study of toy preferences of twelve- to 24-month-old infants, males spent more time looking at cars than females and females spent more time looking at dolls than males. No preference for color was found, and within each sex, both boys and girls preferred dolls to cars at age 12 months. A study of preschool-aged children found that the cultural labeling of toys as 'gender-appropriate' impacted toy preferences. In partial contrast to this view, certain animal studies have lent support for biologically determined gendered toy preferences. In a study of juvenile rhesus monkeys, when given the option between plush or wheeled toys, female monkeys gravitated toward both toys, while male monkeys mainly preferred toys with wheels. These findings suggest that gendered preferences for toys can occur without the complex socialization processes that we find in humans. Female rhesus monkeys also tend to engage in more nurturing play activities, while males tend to engage in more rough-and-tumble play. However, the co-author of the study warned about overinterpreting the results, stating 'The plush and wheeled categories served as proxies for feminine and masculine, but other toy characteristics, such as size or colour, might explain the male's behaviour, or the male monkeys might seek out more physically active toys.'