This paper briefly examines the responses of schools and parents to writings on sexism and sex role stereotyping and considers the problems of implementing change in response to research in this area. Faulty reporting of research findings and sex biased interpretations of data are discussed. It is noted that certain curriculum areas are designated male- or female-appropriate. It is suggested that covert or overt acceptance of children by early childhood educators is determined by the match between observed and expected male or female behavior. Self-evaluation of educators in sex role awareness is proposed as a first step toward change in early childhood education, and a questionnaire is presented which focuses on personal experiences related to sex roles. A second questionnaire deals with manifestations of sexism in the daily early childhood program. The elements of a nonsexist curriculum are described. (GO)