How do parents influence gender typing in early childhood?

What will be an ideal response?

Beginning at birth, parents have different expectations of sons than of daughters. Many parents prefer that their children play with "gender-appropriate" toys. And they tend to describe achievement, competition, and control of emotion as important for sons and warmth, "ladylike" behavior, and closely supervised activities as important for daughters. Actual parenting practices reflect these beliefs. Parents give their sons toys that stress action and competition (guns, cars, tools, footballs) and their daughters toys that emphasize nurturance, cooperation, and physical attractiveness (dolls, tea sets, jewelry). Parents also actively reinforce independence in boys and closeness and dependency in girls. For example, parents react more positively when a son plays with cars and trucks, demands attention, runs and climbs, or tries to take toys from others. When interacting with daughters, they more often direct play activities, provide help, encourage participation in household tasks, make supportive statements (approval, praise, and agreement), and refer to emotions. Gender-typed play contexts amplify these communication differences.
Language is a powerful indirect means for teaching children about gender stereotypes. Young children hold rigid beliefs about gender. Although their strict views are due in part to cognitive limitations, they also draw on relevant social experiences to construct these beliefs. Even parents who believe strongly in gender equality unconsciously use language that highlights gender distinctions and informs children about traditional gender roles. Of the two sexes, boys are more gender-typed. Fathers, especially, are more insistent that boys conform to gender roles. They place more pressure to achieve on sons than on daughters and are less tolerant of "cross-gender" behavior in sons—more concerned when a boy acts like a "sissy" than when a girl acts like a "tomboy" Parents who hold nonstereotyped values and consciously avoid behaving in these ways have children who are less gender-typed. .