Little Miss Brainy (Little Miss Classic Library)

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Our results should also be interpreted in the context of our chosen sample. Our core research question in Study 3 was investigating the factors that affect (counter-) stereotypical book selection, in the context of a mother selecting a book to read to her daughter. Most of our participants in this study were mothers, which contextualises some of the findings. Research has shown, for example, that generally fathers have more traditional views about gender (Apparala et al., 2003; Kollmayer et al., 2018). However, work also suggests that there are no differences in mothers’ and fathers’ endorsement of gender stereotypes in toy selection (Fisher-Thompson, 1993) and activities (Lytton & Romney, 1991). Moreover, research should also test this in relation to boys whose experiences when learning about gender likely differ from girls. Additionally, the Mr. Men/Little Miss collection is an apt sample for this kind of work, as the characters are clearly gendered in a binary way and have a high level of consistency in the narratives. While this is arguably a methodological strength, future research is needed to test how well these findings apply to a broader range of children’s books.

Little Miss Brainy (Mr. Men and Little Miss Book 25) eBook Little Miss Brainy (Mr. Men and Little Miss Book 25) eBook

Kollmayer, M., Schultes, M. T., Schober, B., Hodosi, T., & Spiel, C. (2018). Parents’ judgments about the desirability of toys for their children: Associations with gender role attitudes, gender-typing of toys, and demographics. Sex Roles, 79(5), 329–341. https://doi.org/10.1007/s11199-017-0882-4. Therefore, this work has two broad aims: (1) to understand the gender stereotype messaging present in the full collection of Mr. Men and Little Miss books and (2) to investigate how parents make decisions about gendered stereotypes in book choices. These aims fill an important gap in the literature; in particular, while much work has investigated the gender stereotyping of children’s books, no published work to date has assessed this series specifically. We then assessed how parents make decisions about book choice, when faced with the prospect of selecting a Little Miss book to read to their daughter. This is the first research we are aware of that directly tests how parents might utilize gender content when choosing books for their child to read.

Endendijk, J. J., Groeneveld, M. G., Van der Pol, L. D., Van Berkel, S. R., Hallers-Haalboom, E. T., Mesman, J., & Bakermans-Kranenburg, M. J. (2014). Boys don’t play with dolls: Mothers’ and fathers’ gender talk during picture book reading. Parenting, 14(3–4), 141–161. https://doi.org/10.1080/15295192.2014.972753. Lewis, M., Cooper Borkenhagen, M., Converse, E., Lupyan, G., & Seidenberg, M. S. (2022). What might books be teaching young children about gender? Psychological Science, 33(1), 33–47. https://doi.org/10.1177/09567976211024643.

Little Miss Fickle | Mr. Men Wiki | Fandom Little Miss Fickle | Mr. Men Wiki | Fandom

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Mr. Clever was having a bad day, he couldn't tell Mr. Sneeze the cure for a cold, Mr. Small how to get bigger, Mr. Jelly the secret to being brave, or Mr. Topsy-Turvy how to speak the right way round. Mr. Clever didn't feel clever anymore, so he decided to go home, two worms see him, but one said he was going the wrong way.

Bargad, A., & Hyde, J. S. (1991). Women’s studies: A study of feminist identity development in women. Psychology of Women Quarterly, 15, 181–201. https://doi.org/10.1111/j.1471-6402.1991.tb00791.x. Gooden, A. M., & Gooden, M. A. (2001). Gender representation in notable children’s picture books: 1995–1999. Sex Roles, 45(1–2), 89–101. https://doi.org/10.1023/a:1013064418674.

Little Miss Late | Mr. Men Wiki | Fandom Little Miss Late | Mr. Men Wiki | Fandom

Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82(3), 766–779. https://doi.org/10.1111/j.1467-8624.2010.01529.x. Cherney, I. D., & London, K. (2006). Gender-linked differences in the toys, television shows, computer games, and outdoor activities of 5-to 13-year-old children. Sex Roles, 54(9), 717–726. https://doi.org/10.1007/s11199-006-9037-8. Rudman, L. A., Phelan, J. E., & Heppen, J. B. (2007). Developmental sources of implicit attitudes. Personality and Social Psychology Bulletin, 33(12), 1700–1713. https://doi.org/10.1177/0146167207307487 Wood, L. A., Hutchison, J., Aitken, M., & Cunningham, S. J. (2022). Gender stereotypes in UK children and adolescents: Changing patterns of knowledge and endorsement. British Journal of Social Psychology, 61(3), 768–789. https://doi.org/10.1111/bjso.12510. Freeman, L. (2019). The timeless Mr Men books capture modern stereotypes perfectly. The Telegraph. https://www.telegraph.co.uk/news/2019/02/27/timeless-mr-men-books-capture-modern-stereotypes-perfectly/Eagly, A. H., & Koenig, A. M. (2021). The vicious cycle linking stereotypes and social roles. Current Directions in Psychological Science, 30(4), 343–350. https://doi.org/10.1177/09637214211013775 Miss Brainy is actually smart and able to answer people's questions. We see several of the Mr. Men in the story and she makes her way to Cleverland and there she meets animals like Elephant, Lion, and Pig.