Abstract
Two studies investigated the development of children's gender knowledge using a procedure designed to tap into children's unconventional gender beliefs. Study 1 revealed a developmental progression with 34 3- to 4-year-old children providing more unconventional reasons than conventional reasons to explain the gender of a series of drawings. By contrast, 39 5- to 6-year-old and 42 7- to 8-year-old children provided more conventional than unconventional reasons. Study 2 found that a second sample of 423- to 4-year-old children mastered a close-ended assessment of gender stereotyping, while they relied on unconventional and conventional reasoning equally when explaining the gender of a series of drawings displaying conventional cues only. This research supports the model that children's conventional gender schemas do not develop before their unconventional gender schemas. © 2010 The British Psychological Society.