Take a look at some open-access research around men in Early Years
The Education Policy Institute has published a comprehensive analysis of the early years workforce in England. The analysis studies the latest publicly available data to build a detailed picture of the present day workforce. It examines staff composition, qualifications, pay and other trends at a provider, national and regional level, and assesses the implications of these findings for the future of early years provision.
We've made good progress on tackling the stereotype of 'male' school subjects – now we need to encourage boys into perceived 'female' professions, writes Natasha Devon
Two in three councils providing nursery services do not employ any men, the Victoria Derbyshire programme has learned. How can diversity in the profession be improved?
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 It provides resources to support professionals and parents to raise children who are not limited by outdated or restrictive ideas of what is suitable for boys and for girls.
Having seen the meagre proportion of men in childcare in New Zealand’s early childhood workforce slide from just over 2% in 1992 to less than 1% by 2005, Dr Sarah Farquhar and many other observers felt it was time to ‘draw attention to the need to involve men in greater numbers in the work of childcare’.
This report arose as part of a Department for Education-funded project led by the Fatherhood Institute in 2013-15, aimed at supporting local recruitment of more male staff and volunteers in early years and childcare services. Our role was to help early education and childcare services develop and implement a strategy to recruit and retain more male staff and volunteers.
This paper reports on the ambiguous nature of this as a term by presenting select findings from the author’s doctoral research which set out to critically examine the notion of the role model. By investigating the thoughts and perceptions of men who work with children across the 0-8 sector, data generated from the research suggests that there is a general lack of consensus with regard to how the ‘role model’ is actually defined, that role models can be female as well as being male, and that there is an unreported negative impact that role models can have on children’s lives. For more of Simon's research, click here
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.