A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play

ABSTRACT

There is a persistent suggestion that the lack of men who choose to work with young children (0–5 years) is detrimental to children’s learning and development. This study analysed whether practitioners believed that men who work with young children adopt specific approaches within a play pedagogy. Practitioner beliefs about how their gender influences their practices were gathered through qualitative surveys and open-ended, photo-based interviews. This paper argues that practitioners use conflicting scripts to discuss their gendered approaches to play; it proposes that opportunities to explore gender critically, through gender sensitivity training, are vital for ECEC practitioners to ensure that a high-quality workforce is developed that can be flexible in its practices and pedagogy.

KEYWORDS:

• Play
• practitioner gender
• Early Childhood Education and Care
• pedagogy

Disclosure statement

No potential conflict of interest was reported by the author.