This paper presents a discussion of the gradual changes in society's sex role attitudes and the implications for children and early childhood education. The author states that the move toward equalizing the women's role in society was precipitated by the employment of women during World War II, and this movement is supported today by the following realizations: (1) the traditional structure is no longer functional to our economy; (2) traditional sex roles are dysfunctional in individual development; and (3) traditional sex-role typing is dysfunctional for marriage. Egalitarianism, now being focused on women, should be extended to men; the answer to sex role stereotyping lies not in role reversal but in role flexibility. Suggestions for early childhood educators include: (1) consciousness-raising sessions for preschool staff in which attitudes and feelings about sex role stereotypes are examined and worked through; (2) parent education programs dealing directly with sex roles to prepare parents to help their children recognize stereotyping role models; (3) curricular materials and books which do not reinforce traditional sex roles; (4) integrated play areas arranged so that all children are free to play in all areas; and (5) role models for children which are selective and nontraditional. (SDH)