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).

Keywords: Early Years; pedagogy; male; gender stereotyping

How to cite: Bonehill, A., Nye, D., and Iordan, M. (2024). “Pedagogical Representations of Gender in Early Years Sector,” Journal of Research in Gender Studies 14(1): 58–68. doi: 10.22381/JRGS14120243.

Received 24 August 2022 • Received in revised form 26 August 2023
Accepted 29 August 2023 • Available online 30 September 2023