Early childhood development (ECD) teachers’ perceptions of gender are pivotal in influencing how young children’s understanding of gender is nurtured and reinforced. Despite its significance, this issue has received limited attention in the South African context. Understanding evidence-based issues related to gender equality in South Africa is thus critical in mitigating gender bias and educational barriers to learning. This article explored South African teachers’ perceptions related to gender equality and how these perceptions influence their interactions with children. Data were collected through interviews and observations with twelve teachers from both township and suburban ECD centres. Thematic analysis revealed that teachers’ perceptions were influenced by patriarchal ideologies. In response, participatory action research (PAR) workshops were developed and implemented to critically engage teachers in reflecting on and transforming their gender perceptions. The findings highlighted the influential role of teachers' perceptions in the development of gender roles and the importance of teachers’ ongoing professional development in promoting gender equity in ECD centres.

Keywords: Gender identity, teacher perceptions, early childhood development, participatory action research.