<p>Gender socialization begins in early childhood. Consequently, gender stereotypes form between the ages of two and six, peaking in rigidity around five or six. Children acquire these stereotypes through imitation and environmental modeling, which influences their attitudes and preferences regarding toys, careers, and playmates. This study examined the link between gender attributions and attitudes toward toys, professions, and household tasks during two stages of childhood. Two correlational studies were conducted to assess primary school children’s attitudes toward toys, professions, and household tasks, as well as their gender attributions. Study 1 (<i>N</i> = 258; ages 5–6) was conducted in small groups of four using a game-like assessment format. Study 2 (<i>N</i> = 321; ages 7–10) was administered individually. The results of both studies indicated a preference for gender-congruent items. However, individual attitudes toward gender-typed toys rather than participants’ gender predicted attitudes toward gender-typed professions and household roles. Younger children displayed stronger stereotypes regarding masculine professions, while older children showed less stereotypical rigidity. Additionally, children who made egalitarian gender attributions about toys were more likely to have counter-stereotypical attitudes and be open to non-traditional toys, professions, and household task choices. These results underscore the importance of promoting counter-stereotypical play as an educational tool for fostering gender equality. Encouraging egalitarian gender attributions may help children develop more positive attitudes toward non-traditional roles, thereby reducing gender stereotyping in professional and household contexts.</p>