Gender Stereotypes in Early Childhood Education: Reflected Roles and Teachers’ Experiences

Gender roles are often implicitly transmitted to children during early childhood through family dynamics, media representations, and educational settings. This qualitative study aims to explore preschool teachers’ experiences with gender stereotypes encountered in educational environments and the strategies they employ to challenge these patterns. Using a phenomenological approach, the study conducted semi-structured focus group interviews with 13 purposefully selected preschool teachers. Data were analyzed through content analysis. The findings indicate that gender norms are reproduced in early childhood education through social representations, everyday practices, and institutional structures. Teachers reported gender-based expectations across multiple domains, including normative portrayals, activity and curriculum preferences, and children’s peer interactions. To counter these stereotypes, teachers described implementing strategies such as drama activities, play-based approaches, the use of family involvement materials, and explicit classroom discussions about gender roles. However, they also emphasized that family values, cultural norms, societal pressures, and structural constraints within the education system may undermine these efforts. Overall, the study provides insights into promoting gender equality in early childhood education by foregrounding teachers’ lived experiences and highlights the need for transformative pedagogical approaches.

Cite this article as: Düzen, N. (2026). Gender stereotypes in early childhood education: reflected roles and teachers’ experiences. HAYEF: Journal of Education, 23, 0095, doi:10.5152/hayef.2026.25095.