Inclusive Practices to Counter Gender Stereotypes in Early Childhood Education

This review synthesizes research on gender stereotypes in early childhood and basic education, highlighting their detrimental impacts on children’s activity choices, self perception, confidence, and future opportunities. Studies consistently show that these stereotypes influence classroom practices, teacher expectations, and academic/ professional aspirations, with persistent gaps between policy intent and implementation particularly evident in Philippine public schools where gender and development (GAD) principles are inconsistently integrated into curricula and materials.

Biological, Cognitive, Early Childhood Education, Gender Stereotypes, Inclusive Practices

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