Theoretical and empirical studies, both internationally and in Greece, support the view that schools, through various means and practices, contribute to the reproduction of social gender inequality.

Kindergarten, as the initial stage of the entire educational system, plays an important role in this matter. Preschool children are in a developmental phase of crucial importance for their socialization regarding gender roles.

This book examines perceptions of gender in children's literature used in kindergartens. The research is theoretically grounded in the principles and propositions of the most fundamental socialization theories related to gender roles.

According to these, what is recorded and represented for genders in printed materials—such as school textbooks, literary books, etc.—significantly determines the perceptions that children form regarding what is appropriate and acceptable for each gender.

Our research concludes that the children’s literature widely used in kindergartens, in terms of how it presents and what it attributes to genders, is outdated.

[Excerpt from the text on the back cover of the edition]