In this paper, we present the results of a study on gender equity in early childhood education in two countries with quite different political, social and cultural realities: the La Paz Department of Bolivia and the Spanish Autonomous Community of Catalonia. The aim of this article is to study gender equity in educational practice in these two differing contexts. The methodology used is descriptive and quantitative. In both cases, the same questionnaire was administered to assess treatment, management, educational approach, and personal attitudes of adults, particularly male and female teachers, towards gender equity in early childhood education classrooms. Results show how complex the conditions influencing education are, as it can be observed how the cultural context conditions our behavior and thus the importance of carrying out frequent gender equity assessments among teaching staff in order to promote positive changes in this sense. We are aware that the models offered by adults to children during their development are very valuable. Therefore, rather than paying attention to verbal discourses, we have to control our behavior in order to provide models that promote education in values, particularly in gender equity.

Early childhood education, Educational assessment, Equalitarian attitudes, Gender stereotypes.