Further reading:
Ärlemalm‐Hagsér, E. (2010) Gender choreography and micro‐structures – early childhood professionals’ understanding of gender roles and gender patterns in outdoor play and learning, European Early Childhood Education Research Journal, 18(4), 515-525.
This article draws attention to how a group of Swedish pre-school professionals understand and experience their work of creating gender equity in their programs. In this study, outdoors was seen as gender-neutral place and professionals appear to be gender-blind in some of the frequently recurring situations in pre-school. The findings highlight the complexity in finding new ways to counteract stereotyped gender roles and patterns in children’s outdoor play and learning.
Daycare Trust, (2003). Men’s work? Changing the gender mix of the early years workforce. London: University of London.
This paper starts by referring to some recent research on fathers and their relation to childcare. It then considers four broader issues: gender equality, the labour market, the needs of the children, and child protection.
Peeters, J. (2007) Including men in early childhood education: Insights from the European Experience. NZ Research in Early Childhood Education.
This paper examines the crucial question of what can be done to increase the employment of men. It discusses possible policy measures, men-only training courses, male mentorship of trainees, recruitment procedures that give equal opportunities to men, ways of remodelling the sector and of creating a men-friendly climate to make men visible in services.
Barton, (2016). Why Consistent Carers Are More Important Than Male Role Models For Boys. The Huffington Post UK.
A report from The Open University and national charity Action for Children,Beyond Male Role Models: gender identities and work with young men, explores the relationships between young men and professionals working in the care and support service fields.
Zero Tolerance (2013) Respect Gender Equality in the Early Years. Edinburgh, UK.
This guide to preventing gender stereotyping in the early years is aimed at childcare professionals who work directly with very young children, and who are in contact with their parents and carers. It provides resources to support professionals and parents to raise children who are not limited by outdated or restrictive ideas of what is suitable for boys and for girls.
A Senior Lecturer at Lancaster University with a professional interest in the subjects of gender and ideas of masculinity, please see the link above to further explore her work in the field.
The Fatherhood Institute #MITEY
Men In The Early Years #mitey is a project the Fatherhood Institute is developing, to help increase the diversity and gender balance of the early years workforce.
The Scottish Funding Council is developing a Gender Action Plan (GAP) to address significant gender imbalances in further and higher education. It further aims to explore wider organisational gender inequalities.