The second article, Examining Early Childhood Practitioners' General Perception of Gender Differences in Young Children, suggests that research indicates that stereotypical perception Children's gender differences exist in early childhood teachers' verbal expression (Hyun & Tyler, 2000). The research collected data and responses on several topics, including “Frequently mentioned descriptors by gender,” “Words by gender that may reflect “constructive” and active learner characteristics” (Hyun and Tyler, 2000). The results of data collection showed that gender biases are identified in early childhood teachers' perception and verbalization in terms of children's characteristics, learning styles, and classroom interaction (Hyun and Tyler, 2000). For example, words used to describe boys' group learning style include "active, nurturing, nurturing," while girls are described as "cooperative, creative, curious" (Hyun & Tyler, 2000). Although learning styles and abilities are largely determined by biological differences between the sexes, how they respond to children of different genders would influence how children perceive their gender and their postnatal learning development. When boys are perceived to be more wired than girls, teachers are very likely to grant higher exceptions for boys and design activities seen as developmentally appropriate instead of providing them with the same materials than girls. Therefore, boys' existing social dominance may be further supported and girls may suffer from the unfair perception that "they are passive learners to some extent", such that they are dependent and need more help from teachers (Hyun and Tyler).,