Contemporary discussions around gender roles, stereotypes, and play highlight the need for updated research on the influences of children's early play experiences and learning (Weisgram, 2018). Different types of play relate to different skills and vary by gender, such as spatial play and spatial skill (Jirout & Newcombe, 2015; Voyer, Voyer, & Bryden, 1995), and very little is known about gender and digital play. This study assessed parent and child gendered beliefs about play preference and ability with spatial and non-spatial toys and screen media, parent-rated educational value of toys, and frequency of child play (N = 60 parent-child dyads; M[subscript age] = 5.5) Though parents reported some stereotypical beliefs, especially for preferences, they considered screen media neutral. Children's responses only related to parents' for spatial preference, and were egocentric across toy types. Ratings of educational value related to play frequency and were lower for screen media than physical toys. Additional results and implications are discussed. [This paper was published in the "Journal of Applied Developmental Psychology" v74 Article 101276 2021.]