(2012), aimed to find out how different social contexts influence preschool girls and boys in their choices of masculine, feminine and gender-neutral activities. In data collection, Goble et al. (2012) used a time-sample approach, in which a child was observed for 10 seconds, then the primary activity he or she participated in was coded into a checklist of 29 activities, including feminine, masculine, and gender-neutral activities. type. Ultimately, Goble et al. (2012) found that both boys and girls prefer their respective gendered activities, but that this changes and opens up the types of things they play with when they are in other social contexts. For example, girls were found to participate in more masculine activities when playing with boys, and boys showed greater participation in feminine activities when interacting with the teacher (Goble et al., 2012). These results help guide the present