The power of early years education against gender stereotypes

In the classroom, gender stereotypes can limit a child’s choices, self-confidence and sense of identity − and become harder to challenge the longer they go unquestioned. 

Gender awareness in the learning environment  

Children’s early learning experiences shape their ideas about themselves and their place in the world, and early childhood educational environments can be places where they establish their ideas about gender norms. A gender-responsive approach to pedagogy addresses and responds to different learning needs, experiences and challenges of different genders in learning environments.  

The KINDER project has developed gender-responsive and transformative tools for teachers to use in learning processes to respond to specific socialisation needs of different genders from an early age.  

Its educational guidelines propose different approaches to confront stereotypes and their consequences in schools, focusing on the environments where children learn and play. 

• The physical dimension focuses on creating inclusive, co-educational spaces (e.g. rethinking how playgrounds are structured)
• The functional dimension addresses how those spaces are used (aiming for balance and fair access)
• The social dimension looks at the relationships pupils build with each other (and how these are influenced by gender expectations) 

Practical actions for sensitive issues 

Teachers need practical, respectful and evidence-based strategies and methods, especially for sensitive issues such as gender dynamics. Awareness about the use and impact of language, representation and diversity and evaluating representation in learning materials empower teachers to handle sensitive issues like gender equality and identity. 

The BEYOND project provides a gender competences framework with clear guidance on building a more equal learning environment.  

The guidance includes: 

1. Systematic self-reflection, focusing on gender equality issues
2. Use of gender-inclusive language
3. Addressing gender differences together with other aspects of identity
4. Arranging learning environments in ways that do not replicate gender bias
5. Organising specific learning activities for teachers 

Everyday ways to counter everyday stereotypes  

Gender stereotypes are often reinforced in educational settings through subtle but impactful daily routines. Teachers may (subconsciously or not) use gendered practices and stereotypical presentations of certain topics. For example, the idea that certain types of toys or sports equipment are only ‘meant’ for one gender or another. 

To avoid creating gendered environments, nursery and primary teachers should:  

• Examine their primary classroom materials and think about the roles they could play in forming stereotypes
• Challenge ‘traditional’ gender stereotypes in the classroom (e.g. girls are good at drawing and boys are better at sports)
• Question stereotypical depictions of girls or boys in books and toys
• Encourage children to reflect on their assumptions 

Partnering with families for a broader impact 

Children’s experiences at home influence how they interpret gender-related messages. While schools are essential spaces for learning how to model gender equity, families are critical partners in reinforcing those values. Working collaboratively with parents helps ensure consistency and encourages reflection beyond the classroom. 

The United Nations Girls’ Education Initiative  highlights that transformative, gender-equitable education comes from family involvement. Its Gender-responsive pedagogy toolkit for teachers and schools  provides adaptable tools − including reflection guides, collaborative activities, and communication templates − that can bridge conversations between classroom practice and family influence. 

Some possible actions educators could take in their classrooms include:  

• Set up regular school-parent forums using toolkit templates to discuss ongoing classroom themes.
• Co-design family reflection activities where they ask children and parents to document toy usage at home and share questions in class.
• Document and share success stories of positive changes at home.