Abstract

The present study examined the various constructions parents built with their sons and daughters using a set of LEGO blocks, in order to investigate whether parents encouraged block configurations appropriate to their child's sex. Parents' speech to their children during play was also investigated to examine whether any differences occurred as a result of parents' and children's sex, type of block play or an interaction of any of these three variables. Twenty-four children ranging in age from 60 to 83 months, and their parents participated in this study. Each parent was assigned the same task but was observed separately with their child. Every child was observed playing for 10 minutes with the father and for an additional 10 minutes with the mother. All observations took place in the family's home. Results indicated that (1) fathers, more than mothers made greater distinctions based on a child's sex, (2) children built more gender-typed block constructions with fathers, (3) mothers were significantly more talkative during play sessions than fathers, (4) children were more verbally interactive with mothers than fathers, (5) boys were more verbally interactive with mothers when the type of block play they engaged in together was appropriate to the mother's sex. Findings are discussed in reference to Social Learning Theory.