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This book is an essential resource for exploring and deconstructing the gender binary in the early years sector. Drawing on Warin's extensive research, it offers practical advice, examples of innovative classroom practice, and thought-provoking case studies, balanced alongside lively debate, scholarly discussion, and questions for reader reflection. The book not only covers the existing debates in the field, but proposes and advocates for a 'gender flexible' approach to the teaching and learning of young children that challenges gender stereotypes and essentialism. The style and content bridge the gap between theory and practice making it perfect for an audience of early years education students, professionals, trainees and researchers--back cover

The idea that services can be provided for young children within their families in a seamless way that serves the interests of children and families simultaneously is problematic. A theoretical flaw underpinning the ideal of integrated services is that families are assumed to be homogenous units. This article explores competing goals for children and families by examining data from the evaluation of three Early Excellence Centres in the north of England piloted by the Department for Education and Employment from 1999 to 2002. The article recommends that extended childcare services should be clearly targeted to the needs of the child‐within‐the‐family, thereby providing a clear theoretical foundation for re‐conceptualising joined‐up services. © 2006 The Author(s). Journal compilation © 2006 National Children's Bureau.

More men : Swedish arguments over four decades about 'missing men' in ece and care / Inga Wernersson -- Male role models in education (0-8) : an English perspective / Simon Brownhill -- Children's interpretive reproduction of gender conscious didactic agendas in a Swedish pre-school / Annica L¿fdahl and Maria Hjalmarsson -- The ballad of the big manly guy : male and female teachers construct the gendered careworker in US early education contexts / Christine Mallozzi and Sally Campbell Galman -- Big and muscular boys : teaching of normality in pre-school through food and eating / Anette Hellmann -- Gender in pre-school and child-centred ideologies / Vina Adriany -- Teachers' beliefs, norms and values of gender equality in pre-schools / Ingrid Granbom -- Pioneers, professionals, playmates, protectors, "poofs" and "paedos" : Swedish male pre-school teachers' construction of their identities / Jo Warin -- Being professional : norms relating to male pre-school teachers in Japanese kindergartens and nurseries / Anette Hellman, Chie Nakazawa and Kiyomi Kuramochi -- Gendered ideals and sports coaching : reflections on the male as "the centre" of sports in relation to child sports / Karin Grahn

AbstractThis study draws on data from the GenderEYE project, research conducted in England between 2018 and 2020, which aimed to examine the recruitment, support and retention of male teachers within early years education (EYE) with a view of developing a more gender diverse workforce in this sector. Data collection was by means of a survey, 9 case studies with early years settings and interviews with key stakeholders. In this study, we examine a key finding about the persistently low numbers of male EYE professionals, linking this to another finding concerning a lack of specific strategy to recruit and support men.

In so far as modern families subscribe to an ideal of democracy, then adolescence is a time in which the democratic ideal in the family becomes an object of explicit focus as parents and teenagers strive towards a renegotiation of their relative positions. Teenagers need to develop their adult identities and a sense of agency, while at the same time, parents who have invested both personally and financially in their children must reconsider this relationship and come to terms with the reality of the returns from that investment. Intimate relations imply both democracy and equality: in what Giddens (1992) calls the 'pure relationship', individuals continuously reevaluate the relationship in terms of the satisfactions which it delivers in their 'project of the self'. This paper argues that the twin ideals of democracy and intimacy necessarily clash in parent-teenager relationships, resulting in a further complication of the negotiation processes already identified in previous research (Brannen, 1999; Brannen et al., 1994; Hofer et al., 1999).While both parents and their teenage children subscribe to the discourse of openness and honesty as the route to both intimacy and democracy, there are tensions within the concept of openness because both parties have opposing goals in the trading of information. For parents, information gain means the retention of power and control, while for teenagers, with-holding information from their parents ensures their privacy, power and identity.