Pretty dolls and pink strollers. Hot wheels and mechanical robots. The choices children make when it comes to toys can begin as early as age two, explains Keirsten Taylor. "Children begin to understand their identity and gravitate toward play items that are traditionally associated with their sex and gender, as early as the age of two.”

The fourth-year Bachelor of Science, Psychology Honours student, who is working with Dr. Ozlem Cankaya, found that parents have a huge influence over their children’s play – whether they realize it or not. “Caregiver and parent behaviour and attitudes, which can stem from unconscious sex and gender stereotypes, affect how they interact with children. Repetitive exposure to these attitudes can shape how children think about their own capacities.”

Taylor presented this research at the 2023 International Play Association Triennial World Conference in Glasgow, connecting the impact that early childhood experiences have on the careers they eventually choose. 

In particular, she says parents treat children differently regarding Science, Technology, Engineering and Mathematics (STEM) activities, leading to a greater likelihood that boys are directed toward STEM-related careers, and girls are directed elsewhere. Parental influence might be something that seems benign, such as assuming boys want to play with cars and girls with dolls, or discouraging certain types of play based on gender, like telling girls to stop roughhousing. Even a parent’s word choice can have children picking up on subtleties that can be internalized and reinforce stereotypes. Think about how often you say "fireman" instead of "firefighter" or "policeman" instead of "police officer," says Taylor. 

“I believe that fostering inclusivity and breaking down sex and gender stereotypes, particularly around STEM fields, begins at a young age,” says Taylor. “Early involvement is linked to school readiness and positive academic outcomes.” 

This kind of exposure, Taylor adds, can also have lifelong implications on the careers a child might pursue – and how much money they make. “Sex and gender disparities between STEM fields and non-STEM fields foster economic inequality through the gender pay gap, with social stereotypes perpetuating and continuing that disparity.” 

But, she explains, it isn’t just parents who reinforce these attitudes. “Aspects of gendered play can be exacerbated through societal sex and gender stereotypes.” In a related research project, Taylor is working with Dr. Cankaya to look at the way toys have been portrayed and advertised throughout history. Using catalogue archives at the Royal Alberta Museum, Taylor is already seeing evidence of little change in almost 100 years – little girls are still pushing baby strollers (see images below) while boys are pictured with STEM-oriented toys, like flying drones, that may encourage engineering behaviour.

Taylor is working with Dr. Cankaya to look at the way toys have been portrayed and advertised throughout history, using catalogue archives at the Royal Alberta Museum. Photos (from left to right): 1951 Eaton's catalogue, 2016 Sears Catalogue, 2024 Mastermind Toys. 

What does Taylor want us to do about it? Loose-parts play could be part of the answer. Her research into this type of open-ended play – offering blocks, rocks and even pinecones – encourages exploration without constraints like sex and gender. 

“Children deserve equitable learning,” she says. “Ultimately it’s about working toward a more inclusive and diverse STEM landscape and overall academic success for all children.”