By the time children enter early learning settings they may already be developing gender-based expectations of behaviours, academic preferences and perceived abilities. These stereotypical views can shape their attitudes to relationships, participation in the world of work and affect their well-being. A narrowing of experiences at this stage too often evolves into a narrowing of opportunities later in life. For example, by secondary school, boys tend to lag behind girls in literacy and language skills and girls are still widely underrepresented in areas such as computing, engineering and physics. It can also increase their risk of dropping out of school (CSÉ, 1999).

Many actions can be taken to reduce children’s buy-in of gender stereotypes, although it is often difficult to know where to start! This guide is there to provide educators with concrete actions in different settings: with children, with parents, with their working team or with themselves, guided by some self-reflective questions.