the behaviours and attitudes of girls and boys, which are influenced in particular by gendered stereotypes, can have an impact on their educational achievement (OECD, 2015). Considering that early childhood education services [SÉPE] have a direct influence on the development and socialisation of the child (Bronfenbrenner, 2005) and the child’s engagement has proven to be a predictor of educational success (Williford et al., 2013), the aim of this research is to explore the relationship between gendered stereotypes and child engagement in SÉPE. This research was carried out by 22 educators in SÉPE and 21 children. The results indicate that adherence to gendered stereotypes among children and childcare staff was linked to the area of negative engagement of children in the group. These results, the implications of future research in order to improve the quality of the SEPs as well as equal opportunities and gender equality are discussed.