Pedagogical Representations of Gender in Early Years Sector
Pedagogical Representations of Gender in Early Years Sector

Summary/Abstract: Early Years (EY) sector is experiencing an interesting phenomenon in terms of gender representation at staff level. This article aims to investigate possible barriers of the low numbers of male practitioners in “a largely feminised workforce” (Mistry and Sood, 2012) supported by international context. Literature review, independent and Government reports will be considered throughout the article to highlight possible reasons for the underrepresentation of men within EY settings, such as stigma or gender stereotyping, childcare sector being considered as “women’s work” (Rolfe, 2006). The perceived barriers of male stereotypes in early years are critically analysed in the context of the benefits for children’s learning and development, with a consideration for risk adversity and differing play behaviours (Brandes, 2011).

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