Gender stereotypes are a sociocultural stigma that are transmitted from generation to generation from very early ages. The aim of this research is to analyses the extent to which gender stereotypes affect early childhood education. In order to tackle this task, we started with a multi-method design that was concretized in a case study in the CEI Maracas, which includes 15 students between 3 and 7 years old. The techniques for collecting information are based on the direct and systematized observation of four qualitative tools through the triangulation of their data. One of the most relevant results of this research shows the effective role played by gender stereotypes in the infancy stage when starting to play. In this sense, it can be affirmed that the stereotyped attributions of gender in boys and girls are very present in the children's classroom analyzed, especially in those over three years old.