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''Introduction''
Gender identity formation in early childhood is an important aspect of child development, shaping how individuals see themselves and others in terms of gender (Martin & Ruble, 2010).<ref name=":0">{{Cite journal |
''Observations of Gender Identity Formation''
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''Early Acquisition of Gender Roles''
Children begin to internalize gender roles from a young age, often as early as infancy. By preschool age, many children have developed some form of understanding on gender stereotypes and expectations (King, 2021<ref>{{Cite journal |
''Expressions and Behavior Reflecting Gender Development''
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GAD departs from WID, which discussed women's subordination and lack of inclusion in discussions of international development without examining broader systems of gender relations.<ref>{{cite report|last=Razavi|first=Shahrashoub|author2=Carol Miller|title=From WID to GAD: Conceptual Shifts in the Women and Development Discourse|date=1 February 1995|page=3|hdl=10419/148819|hdl-access=free}}</ref> Influenced by this work, by the late 1970s, some practitioners working in the development field questioned focusing on women in isolation.<ref name="Razavi 1995 12">{{cite report|last=Razavi|first=Shahrashoub|author2=Carol Miller|title=From WID to GAD: Conceptual Shifts in the Women and Development Discourse|date=1 February 1995|page=12|hdl=10419/148819|hdl-access=free}}</ref> GAD challenged the WID focus on women as an important ‘target group’<ref>{{cite report|last=Razavi|first=Shahrashoub|author2=Carol Miller|title=From WID to GAD: Conceptual Shifts in the Women and Development Discourse|date=1 February 1995|page=8|hdl=10419/148819|hdl-access=free}}</ref> and ‘untapped resources’ for development.<ref>{{cite book|last=Moser|first=Caroline|title=Gender Planning and Development. Theory, Practice and Training|year=1993|publisher=Routledge|___location=New York|isbn=978-0-203-41194-0 |page=2}}</ref> GAD marked a shift in thinking about the need to understand how women and men are socially constructed and how ‘those constructions are powerfully reinforced by the social activities that both define and are defined by them.’<ref name="Razavi 1995 12" /> GAD focuses primarily on the gendered division of labor and gender as a relation of power embedded in institutions.<ref name="Reeves 2000 8" /> Consequently, two major frameworks, ‘Gender roles’ and ‘social relations analysis’, are used in this approach.<ref>{{cite report|last=Razavi|first=Shahrashoub|author2=Carol Miller|title=From WID to GAD: Conceptual Shifts in the Women and Development Discourse|date=1 February 1995|page=13|hdl=10419/148819|hdl-access=free}}</ref> 'Gender roles' focuses on the social construction of identities within the household; it also reveals the expectations from ‘maleness and femaleness’<ref name="Razavi 1995 12" /> in their relative access to resources. 'Social relations analysis' exposes the social dimensions of hierarchical power relations embedded in social institutions, as well as its determining influence on ‘the relative position of men and women in society.’<ref name="Razavi 1995 12" /> This relative positioning tends to discriminate against women.<ref>{{cite book|last=Reeves|first=Hazel|title=Gender and Development: Concepts and Definitions|year=2000|___location=Brighton|isbn=1-85864-381-3|page=18}}</ref>
Unlike WID, the GAD approach is not concerned specifically with women, but with the way in which a society assigns roles, responsibilities and expectations to both women and men. GAD applies [[gender analysis]] to uncover the ways in which men and women work together, presenting results in neutral terms of economics and efficiency.{{sfn|Shifting views...}} In an attempt to create gender equality (denoting women having the same opportunities as men, including ability to participate in the public sphere),<ref>Development Assistance Committee (DAC), 1998, p.7</ref> GAD policies aim to redefine traditional gender role expectations. Women are expected to fulfill household management tasks, home-based production as well as bearing and raising children and caring for family members. In terms of children, they develop social constructions through observations at a younger age than most people think. Children tend to learn about the differences between male and female actions and objects of use in a specific culture of their environment through observation (Chung & Huang 2021<ref name=":4">{{Cite journal |
GAD has been largely utilized in debates regarding development but this trend is not seen in the actual practice of developmental agencies and plans for development.<ref name=":5">{{Cite book|title=Gender and the Political Economy of Development|last=Rai|first=Shirin M.|publisher=Polity|year=2002|isbn=0-7456-1490-6|___location=Malden|pages=44–83|chapter=Gender and Development}}</ref> [[Caroline Moser]] claims WID persists due to the challenging nature of GAD, but [[Shirin M. Rai]] counters this claim noting that the real issue lies in the tendency to overlap WID and GAD in policy. Therefore, it would only be possible if development agencies fully adopted GAD language exclusively.<ref name=":5" /> Caroline Moser developed the [[Moser Gender Planning Framework]] for GAD-oriented development planning in the 1980s while working at the Development Planning Unit of the [[University of London]]. Working with Caren Levy, she expanded it into a methodology for gender policy and planning.{{sfn|March|Smyth|Mukhopadhyay|1999|pp = 55}}
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