Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool childrenʹs toy preferences

Children engage in gender-typed toy play to a greater extent than in non-gender-typed toy play leading to different developmental trajectories for boys and girls. The present studies examine the characteristics of toys and how they differentially affect boysʹ and girlsʹ interests, stereotypes, and judgments of the toys. In Study 1, children (N = 73, Mage = 4.01) were presented with masculine and feminine toys that were decorated with masculine and feminine colors. Results indicated that boys were more interested in masculine toys than in feminine toys. Girls were significantly less interested in masculine toys with masculine colors than in all other combinations. Childrenʹs perceptions of othersʹ interests also followed a similar pattern. In Study 2, children (N = 42, Mage = 3.84) were presented with novel items labeled as “for boys” and “for girls” and decorated in masculine and feminine colors. Among girls, both explicit labels and color of novel toys impacted interests. Childrenʹs predictions of othersʹ interests also reflected this pattern.