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In this article, I explore how the beliefs of preschool teachers that equalityis the norm in their classrooms shape play periods in ways that may work todisadvantage girls. I argue that equality discourses mask the gender power childrenmust negotiate in their play and that this leaves girls with fewer choices when theyare accessing the play environment. With research grounded in fieldwork carriedout in four public schools in a Canadian metropolis, I illustrate how liberal notionsof equality reinforced the traditional gender binary in children’s play. Moreover,drawing on the work of Jane Roland Martin, I show that liberal understandingsof equality work to sustain a male-centered education for all students in preschool.To explore ways to attend to such gender inequalities, I turn to Nel Noddings’sconcept of an ethics of care and point to the need to challenge the gender binaryin early learning.

Unequal Education in Preschool