Gender stereotypes are widespread in today's early childhood classrooms with social expectations playing a significant role in generating negative outcomes for both genders (National Union of Teachers, 2013, p. These social expectations perpetuate inequality and become evident through various interactions, messages and materials, as well as through professional documentation such as the Australian Curriculum or the Early Years Learning Framework (EYLF) (Siraj-Blatchford, 2004, p, 22). This type of inequality disadvantages students by creating restrictions on the possible opportunities they may encounter throughout their lives, as well as impacting their self-esteem and relationships (Siraj-Blatchford, 2004, p, 22) (National Union of Teachers, 2014 , p, 3).