ABSTRACT
It has been over twenty years since the first guides to gender equity for early childhood staff were published (e.g. Cohen and Martin, 1976; Guttenberg and Bray, 1976; Davis, 1979). In this time, early childhood staff have been advised to achieve greater gender equity in their work with children by making children’s learning materials, language and behaviours free of traditional sex-role stereotypes and by providing children with equal opportunities to access all learning materials (Birmingham Women’s Liberation, 1975; Wangman and Wagner, 1977; Davis, 1979; Aspinwall, 1984; Perritt, 1988; Equal Opportunities Commission, 1992).
