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In spite of efforts to improve the quality of early childhood education for girls and boys globally, incorporating a gender perspective particularly in teacher policies—remains a gap, including in China. This paper, Pathways for Gender Equality through Early Childhood Teacher Policy in China, highlights the gaps and opportunities in bringing gender equality into early childhood teacher policy in China. Drawing from a review of global examples, the paper concludes by outlining aspects at the education system and pedagogical levels to ensure gender-responsive teaching and learning for all kindergarten children so China can build upon its sustainable approach to gender equality and education development.