Gendered Norms and the Evolution of Early Childhood Education: Historical Influences and Pathways for Change

Abstract

The field of early childhood education has long been influenced by gendered norms rooted in maternalist discourse, which historically linked childcare to women’s innate caregiving abilities. While this association created career opportunities for women, it also perpetuated the essentialization of women’s identity and shaped the profession’s educational requirements, remuneration, and working conditions. This literature review examines the historical development of gendered norms in early childhood education, the enduring impacts of these norms today, and opportunities for change. Key historical influences—including the Second World War, feminist movements, maternalist ideology, and the work of figures like Johann Heinrich Pestalozzi, Friedrich Froebel, Maria Montessori, and G. Stanley Hall—are analyzed to understand how they contributed to the predominantly female composition of the profession in North America. Present-day consequences of this history include inequities in professional recognition, compensation, and working conditions for early childhood educators, with over 96% of the workforce in Canada identifying as women. The review concludes by exploring a vision for the future of early childhood education, emphasizing the importance of fair compensation, professional recognition, and dismantling gendered stereotypes. Based on the findings, it is clear that addressing these systemic issues requires both local and broader societal changes, with a focus on equitable compensation, gender-neutral training, and policies that challenge traditional caregiving roles. Opportunities for local and systemic change are discussed, including reforms to educational requirements, remuneration practices, and working conditions, as well as broader shifts in societal perceptions. This analysis seeks to inform efforts to create a more equitable and inclusive future for the field.