The Influence of Gender Stereotype and Gender Bias on Early Childhood Education: A Systematic Literature Review

Abstract

Gender stereotypes and gender bias affect children’s early learning and social development, but their impacts on Early Childhood Education (ECE) require a systematic clarification. This systematic review summarizes evidence from 66 empirical studies, published between 2020 and 2024, to describe how gendered expectations shape ECE. All articles are extracted from WoS and Scopus database, following PRISMA 2020. Children as young as three show implicit and explicit gender stereotypes that influence their play preferences, behavioral characteristics, emotional expression, STEM participation, and early career aspirations. Teachers’ gender-role attitudes and classroom practices amplify or diminish these gendered patterns, while children’s literature and media often depict stereotypical gender images. Intervention studies reveal that children’s stereotypes and educators’ biases are targets of change that are amenable to pedagogical interventions. Together, these studies suggest that intentional, research informed efforts are needed to address gender stereotypes and biases in ECE settings to create gender equitable learning environments that benefit all children.