**Abstract**

Children are born natural scientists. Research has shown they draw less stereotypical images of scientists the younger they are and less school experience they have. This chapter explores stereotypes young children hold of scientists and engineers and how teachers might recognize, address, and combat these stereotypes in the early childhood classroom. From an early age, children receive messages directly and indirectly about scientists, from their parents, media, television, books, and school. The messages they receive help them shape their science identity and test ideas about who can be scientists and what stereotypes exist. Evidence has demonstrated that students are aware of stereotypes and they are able to recognize and discuss stereotypes in a way that broaden their perception of scientists and engineers. To begin the discussion of pedagogical methodologies, the history of drawings of scientists (and engineers) will be discussed. Likewise, these discussions of stereotypes and new awareness can increase career choices including these two fields: science and engineering. Explicit instruction about the stereotypes the stereotypes and implications that follow for early childhood science classrooms will be discussed.

**Keywords:** stereotypes, elementary science instruction, attitudes and perceptions toward scientists and engineers, nonfiction historical trade books
