Early childhood education and care system (ECEC) is part of the educational system of the Republic of Croatia. As such, it has a legal obligation to comply with all legal regulations arising from the Constitution of the Republic of Croatia as well as the Conventions signed by the Republic of Croatia. Through its national policy for gender equality, the Republic of Croatia has defined priorities in the form of combating gender stereotypes and promoting gender-sensitive education. Inclusion means participation within a particular group or structure. According to modern pedagogical frameworks, the focus of observing inclusiveness is a holistic approach to the person, his/her possibilities and interests, while the basic starting point of the inclusive curriculum is non-discrimination on any grounds, including gender and sex. Such a curriculum raises awareness of the value of tolerance towards diversity. This paper is dedicated to the analysis of gender stereotypes in ECEC with an emphasis on the possibilities of inclusive curriculum in their prevention. The paper presents the results of a research conducted with the aim of examining the knowledge and attitudes of educators on gender-sensitive education and combating stereotypes within the ECEC. The research was conducted on a group of ten respondents, employees in the ECEC institutions of the City of Zagreb, using the qualitative focus group method, and the data were processed using interpretive phenomenological analysis. The results showed that gender stereotypes and prejudices are noticed in the ECEC system and that people working within the system are not sufficiently aware to recognize and prevent gender inequality. Gender stereotypes are directed at both sexes of educators, while social prejudices are more pronounced towards male educators. Research has shown that gender and sex stereotypes are present in the daily work of educators with children. They are visible in the material context, contents, activities and actions of educators, and are a consequence of social and cultural patterns of behaviour, but also insufficient formal education of educators on the recognition and prevention of gender stereotypes. The main conclusion is that it is necessary to further harmonize the ECEC program with legal obligations. It is necessary to ensure the quality and accessibility of ECEC institutions through the professionalism of staff, which includes competencies and professional beliefs. Such staff must have the knowledge and skills to design an appropriate curriculum that is inclusive and prevents discrimination on any grounds, including gender and sex.