Developmental differences between preschool boys and girls in Northeastern Germany

ABSTRACT

The general gender discourse has currently revealed gender gaps as early as at preschool age. To analyze developmental differences between boys and girls in Mecklenburg-Western Pomerania, n = 4,251 preschoolers aged 48–83 months were examined by means of the ‘Dortmund Developmental Screening for Preschools 3–6’ (DESK 3–6). Using the sex-nonspecific overall screening norms, sex differences were favoring females at all ages and in all areas of competence (0.18 ≤ |d| ≤ 0.82): fine and gross motor skills, language and cognition, and social development. The application of sex-specific norms, however, placed emphasis on diversity within groups instead of sex dichotomies, on the complexity of child development and the individuality of intervention needs: Sex differences were generally negligible, apart from few statistically significant, yet quantitatively small, effects (0.005 ≤ |d| ≤ 0.42). Consequently, competency-based, intersectional, individual-centred rather than sex-based strategies seem promising for preschool programs in northeastern Germany.

KEYWORDS:

• Sex differences
• child development
• preschool
• prevention
• developmental screening

Acknowledgements

The authors wish to extend special thanks to all participating preschools, including all preschool teachers, preschoolers, and parents.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Ministry of Labor, Equality and Social Affairs Mecklenburg-Western Pomerania (Ministerium für Arbeit, Gleichstellung und Soziales Mecklenburg-Vorpommern) [grant number IX220a].