THE STUDY OF GENDER IDENTIFICATION AND GENDER ROLES IN SOCIAL PSYCHOLOGY

Abstract: The article provides a comprehensive psychological analysis of the mechanisms governing gender identification and socialization in preschool-aged children. Drawing upon established theoretical frameworks ncluding Kagan and Mussen’s social learning theory, Kohlberg’s cognitive-genetic approach, and Martin and Halverson’s gender schema theory the study examines how a child’s self-awareness of their sex is formed. A significant portion of the research is dedicated to the role of the family as the primary social environment. The author highlights the specific dynamics of Uzbek families, where traditional gender stereotypes often dictate distinct communication patterns: mothers frequently maintain closer emotional ties with daughters, while fathers serve as primary models for masculine imitation for sons. Furthermore, the article explores the influence of siblings and peer groups as universal factors that reinforce gender-congruent behavior through social support or criticism. The study concludes that gender identification is an active cognitive process, wherein children categorize social information and internalize gender-specific cultures based on the influence of "significant others" in their environment. Keywords: Gender identification, gender socialization, preschool development, gender schema theory, parental identification, peer influence, Uzbek family dynamics, masculinity, femininity, cognitive-genetic theory.