What do Early Childhood Education and Care Pre-Service Educators in Greece Think of the Gendered Dimensions of Play? A Mixed Method Approach

Abstract

Gender stereotypes continue to subtly shape children's experiences in early childhood education, particularly through play—an essential medium for learning and development in preschool settings. This study explores the findings of a larger scale ongoing study on the perceptions of 45 first-year Early Childhood Education pre-service educators regarding the gender dimensions of play in Greece. Pre-service educators were invited to respond to an online questionnaire with both closed and open-ended questions. Initial analysis of the findings indicates that while many pre-service educators promote inclusive and open-ended play, implicit biases can still guide toy selection, activity suggestions, and responses to children's choices. Boys are often encouraged toward physical, competitive, or construction-based play, while girls are more frequently steered toward nurturing, domestic, or artistic activities. These patterns may limit children’s social and cognitive growth by constraining their exploration of diverse roles and skills. The paper concludes by highlighting the need for critical reflection in pedagogical practices and suggests strategies for fostering gender-equitable play environments that support all children’s development free from limiting stereotypes. The pedagogical role is critical in cultivating inclusive practices that respect diversity and enhance children's autonomy. Suggestions for future practices of pre-service ECEC educators in supporting their pedagogical role is considered of high importance.