ultures children were more frequently observed next to members of their own sex. However, the presence or adults reduce pressure to associate with one's own sex. This was shown when boys were near their teachers, the less they played exclusively with boys. When the two samples were compared, there were no significant differences in toy, sex-role, or playmate preference, but Budapest children were significantly more masculine and less feminine on the behavioral measures. The nature of gender differences in 4-year olds was researched by Hinde, Tamplin and Barrett (1993). The results of this study showed that individual characteristics and behaviour differed in a number of ways between boys and girls. Children prefer same-mixed playmates starting at a very young age (Maccoby & Jacklin, 1987, cited in Alexander & Hines, 1994). Explanations for this could include play styles of playmates and the gender of playmates. This was examined in the study conducted by Alexander and Hines (1994). An interview was conducted and when gender labels and play styles were presented as independent dimensions, children showed sex differences for gender labels and play styles. Boys were found to be more active, played rougher, and proffered toys such as construction and transportation toys while girls preferred dolls. When gender labels and play styles were presented as competing dimensions, boys chose female targets with stereotypical masculine play styles over male targets with feminine play styles. Preschool girls chose female targets with masculine play styles, whereas older girls chose male targets with feminine play styles. Pellegrini and Perimutter (1989), examined the effects of age, sex and context of preschool classrooms on children's play. The subjects were children aged 3-5 years. The subjects were observed in three different play areas: art (drawing, pasting, and painting), replica (wearing dress-up clothes, playing with kitchen equipment, and pla...
