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Boys, rough, tough, and daring individuals, or are they? Attempting to unearth a better understanding of boys is precisely the reason behind the observations that are to follow. In a typical school setting, students are not grouped according to gender, but rather in accordance with grade levels. This grouping helps teach children to adapt to being in a co-ed environment, as well as how to function in an environment that includes individuals of varying abilities, view points, and genders. What happens when one gender is removed? How will this impact the social learning process? The goal of the observation is to document how boys within the middle childhood developmental stage react in a social setting. The following observations were made in a model car workshop at a YMCA located in Chesapeake Virginia. At two separate times, 12 boys within the middle childhood developmental stage were observed over a 1 hour period.

One-by-one the boys trickled into the model car workshop. The instructor approached each boy and briefly instructed the child to write his name on the name tag and place it in a visible spot on his person. Each child did as was asked and quickly found a place to sit. Children within this developmental group are known for following rules with ease. Conforming to norms helps to generate cohesion with those of similar status, namely peers. One boy walked into the class wearing a Kobe Bryant jersey that was obviously too big, a fitted baseball cap turned to the back, baggy denim shorts extending to his ankles and a pair of gold Nike basketball shoes. After the instructor handed the boy a name tag the boy peeled the backing off the name tag and stuck it in the center of his hat.

At 10:15 AM, the instructor introduced himself and asked the class to do the same. The first boy to introduce himself was Anthony. Anthony was the tallest and most mature looking of all the boys. As he proudly stood in front of his seat and introduced himself, the other boys began to hunch over in their seats, attempting to avoid being the next to stand. After Anthony, Michael stood next. Michael was also a rather mature looking 10-year old. The boys took turns and in the process, less and less attention was paid to child introducing himself that is until it was Brandon's turn. Brandon was the most popular of the boys. As he spoke, all eyes were on him. The more timid boys appeared to be intrigued by his confident and reserved demeanor, whereas the other boys were more concerned with his clothing. Most of the boys in this class were outfitted in a similar fashion. wearing long baggy shorts, athletic jerseys and shoes, an indication of a fondness for sports. The other boys, including Brandon, wore more stylish "skater" clothing.

After each child had introduced himself, the instructor provided directions on how to assemble the model cars. Once the directions had been given, the boys began building their individual model cars. The instructor encouraged each boy to help his peers if necessary. A willingness to assist those in the class that may not be able to complete a particular action is an indication that the cognitive development of the child has progressed. Children at this point are able to understand different perspectives and take on different roles, helping to interact in a more mature manner.

Once the boys became comfortable, interactions with each other became more prevalent. Social learning does impact each child differently. At this stage a school-aged child has the ability to recognize self as an entity that not only includes physical characteristics, but how one thinks and feels. More importantly, this stage in the social learning process is marked by the need to form relationships with peers. Often times, children mimic the actions of peers especially when