The second article, Examining early childhood workers' general perceptions of gender differences in young children, suggests that research indicates that children's stereotypical perceptions of gender differences children exists in the verbal expression of early childhood teachers ( Hyun & Tyler, 2000 ). The research collected data and responses for several topics including “Frequently mentioned genre descriptors,” “Gender words that may reflect the student's 'constructive' and active characteristics” (Hyun & Tyler, 2000). The results of data collection demonstrated that gender biases are identified in early childhood teachers' perception and verbalization in terms of children's characteristics, learning styles, and classroom interaction (Hyun & Tyler, 2000). For example, words used to describe boys' group learning styles include “active, constructive, stimulating,” 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 sexes would influence how children perceive their gender and their postnatal learning development. When boys are perceived as more wired than girls, teachers are more likely to have more exceptions for boys and design activities considered developmentally appropriate for them instead of providing them with the same materials as girls. As a result, boys' existing social dominance might be further supported, and girls might suffer from the unfair perception that “they are to some extent passive learners,” thus they are dependent and need more help from teachers (Hyun & Tyler,