The following essay, “Should the World of Toys Be Gender-Free?” by Peggy Orenstein, is a cause-and-effect argument. Read the essay carefully, and then answer the questions that follow it, consulting Structuring a Cause-and-Effect Argument if necessary.

This opinion column is from the December 29, 2011, New York Times.

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Now that the wrapping paper and the infernal clamshell packaging have been relegated to the curb and the paying off of holiday bills has begun, the toy industry is gearing up—for Christmas 2012. And its early offerings have ignited a new debate over nature, nurture, toys, and sex.

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Hamleys, which is London’s 251-year-old version of F.A.O. Schwarz, recently dismantled its pink “girls” and blue “boys” sections in favor of a gender-neutral store with red-and-white signage. Rather than floors dedicated to Barbie dolls and action figures, merchandise is now organized by types (Soft Toys) and interests (Outdoor).

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That free-to-be gesture was offset by Lego, whose Friends collection, aimed at girls, will hit stores this month with the goal of becoming a holiday must-have by the fall. Set in fictive Heartlake City (and supported by a $40 million marketing campaign), the line features new, pastel-colored blocks that allow a budding Kardashian, among other things, to build herself a cafe or a beauty salon. Its tasty-sounding “ladyfig” characters are also taller and curvier than the typical Legoland denizen.

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So who has it right? Should gender be systematically expunged from playthings? Or is Lego merely being realistic, earnestly meeting girls halfway in an attempt to stoke their interest in engineering?

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Among the “10 characteristics for Lego” described in 1963 by a son of the founder was that it was “for girls and for boys,” as Bloomberg Businessweek reported. But the new Friends collection, Lego says, was based on months of anthropological research revealing that—gasp!—the sexes play differently.

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While as toddlers they interact similarly with the company’s Duplo blocks, by preschool girls prefer playthings that are pretty, exude “harmony,” and allow them to tell a story. They may enjoy building, but they favor role play. So it’s bye-bye Bionicles, hello princesses. In order to be gender-fair, today’s executives insist, they have to be gender-specific.

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As any developmental psychologist will tell you, those observations are, to a degree, correct. Toy choice among young children is the Big Kahuna of sex differences, one of the largest across the life span. It transcends not only culture but species: in two separate studies of primates, in 2002 and 2008, researchers found that males gravitated toward stereotypically masculine toys (like cars and balls) while females went ape for dolls. Both sexes, incidentally, appreciated stuffed animals and books.

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Human boys and girls not only tend to play differently from one another—with girls typically clustering in pairs or trios, chatting together more than boys, and playing more cooperatively—but, when given a choice, usually prefer hanging with their own kind.

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Score one for Lego, right? Not so fast. Preschoolers may be the self-appointed chiefs of the gender police, eager to enforce and embrace the most rigid views. Yet, according to Lise Eliot, a neuroscientist and the author of Pink Brain, Blue Brain, that’s also the age when their brains are most malleable, most open to influence on the abilities and roles that traditionally go with their sex.

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Every experience, every interaction, every activity—when they laugh, cry, learn, play—strengthens some neural circuits at the expense of others, and the younger the child the greater the effect. Consider: boys from more egalitarian homes are more nurturing toward babies. Meanwhile, in a study of more than 5,000 3-year-olds, girls with older brothers had stronger spatial skills than both girls and boys with older sisters.

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At issue, then, is not nature or nurture but how nurture becomes nature: the environment in which children play and grow can encourage a range of aptitudes or foreclose them. So blithely indulging—let alone exploiting—stereotypically gendered play patterns may have a more negative long-term impact on kids’ potential than parents imagine. And promoting, without forcing, cross-sex friendships as well as a breadth of play styles may be more beneficial. There is even evidence that children who have opposite-sex friendships during their early years have healthier romantic relationships as teenagers.

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Traditionally, toys were intended to communicate parental values and expectations, to train children for their future adult roles. Today’s boys and girls will eventually be one another’s professional peers, employers, employees, romantic partners, co-parents. How can they develop skills for such collaborations from toys that increasingly emphasize, reinforce, or even create, gender differences? What do girls learn about who they should be from Lego kits with beauty parlors or the flood of “girl friendly” science kits that run the gamut from “beauty spa lab” to “perfume factory”?

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The rebellion against such gender apartheid may have begun. Consider the latest cute-kid video to go viral on YouTube: “Riley on Marketing” shows a little girl in front of a wall of pink packaging, asking, “Why do all the girls have to buy pink stuff and all the boys have to buy different-color stuff?” It has been viewed more than 2.4 million times.

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Perhaps, then, Hamleys is on to something, though it will doubtless meet with resistance—even rejection—from both its pint-size customers and multinational vendors. As for me, I’m trying to track down a poster of a 1981 ad for a Lego “universal” building set to give to my daughter. In it, a freckle-faced girl with copper-colored braids, baggy jeans, a T-shirt, and sneakers proudly holds out a jumbly, multi-hued Lego creation. Beneath it, a tag line reads, “What it is is beautiful.”

Identifying the Elements of a Cause-and-Effect Argument