CONTRIBUTORS
Men are doing ‘women’s work’!
This month, in our ongoing collaboration with the Early Years faculty at Edge Hill University, curated by Education Today columnist Alicia Blanco Bayo, Early Years Lecturer and WTEY Programme Leader, Education Today is delighted to hear from EMMA ROWLANDS, Y2 student BA (Hons) Working and Teaching in Early Years at the university, who challenges gender-based stereotypes relating to the role of men in Early Years education.
Following a recent conversation with a male Early Years practitioner, views were exchanged in relation to an individual’s practice and how the way this is delivered within education settings is somehow influenced by gender. This is mainly due to being wary of gender equality issues and the traditional stereotype of ‘women doing this’ and ‘men doing that’. Although perceptions and attitudes regarding the significance of male role models within childcare are changing, this is yet to be reflected in professional career opportunities, with recent statistics showing that men represent 2% of the Early Years workforce in the UK, less than 3% in Australia and under 5% in the US (DfE, 2019). The lack of male practitioners, particularly in Early Years, is somewhat due
to the lack of importance this period of education and its status has, as well as the lower pay thresholds roles within this field attract. This therefore fails to recognise the value of early years educators, despite this being a fundamental time in which a child’s foundations and attainments for future development and learning are formed. Males are often deterred from career opportunities within childcare as a
result of varying connotations and attitudes which associate working with young children as ‘women's work’. This is often due to the traditional view of women having a caring nature and maternal instinct, yet are men really less equipped for these nurturing roles? Arguably, society’s prejudices heavily influence and turn away males from entering childcare professions, which can be due to the harsh reality of some of these being associated with indecent behavior, men being perceived as a threat to some young children and the role being considered as unmanly. This then leads to debates such as how do we feel about men comforting children? Sometimes children may want a cuddle or want to sit on your knee, which many early years pioneers have expressed as invaluable for children’s emotional well-being. Why is this often questioned when it is a male compared to a female partaking in the same role, but it would be deemed acceptable if it was their own child? For children to grow and develop in a world where there are truly equal
opportunities for all, these prejudices and stereotypes need to be challenged. Perhaps most importantly the perceptions of parents need to be addressed as after all, most would not have an issue with male nurses, and therefore the stigma around males in childcare needs to change in similar ways to that of other professions. Research highlights multiple benefits of males working within the Early Years workforce, such as their being able to offer different perspectives on play and learning opportunities, as well as reducing attainment gaps with boys in particular. Therefore, more support, recruitment drives, and better career guidance is needed in line with building men’s confidence to apply for roles within the Early Years workforce, as well as an emphasis on them being valued highly in a credible profession which is equally extremely rewarding.
18
www.education-today.co.uk
Puzzles as a tool for teaching
This month, regular Education Today contributor KIRSTY BERTENSHAWlooks at the use of puzzles in the classroom.
While some subjects require the learning of information, other subjects require repeating calculations. Puzzles can be a tool for teaching, a way to motivate students rather than giving them a long list of sums that can be interpreted as boring or intimidating. Activities with purpose are more likely to engage students in the learning, stimulate kinaesthetic learners and enable deeper learning through fun and repetition of games.
Word searches and crosswords Word searches and crosswords are often undervalued - a word search with a purpose is a valid learning tool as long as the activity involves more than just finding listed words. For language lessons, try giving a vocabulary list where the student needs to translate the words first and then find those within the word search. Add an extra level of interest by hiding a phrase in the word search too. Many online word search makers allow you to do this and place the words for you as well as using algorithms to prevent any unwanted words appearing too. For science or any lesson where there are definitions to learn, use a crossword puzzle. Give the definitions in the clues so the students can fill the correct keyword into the corresponding space. You could even hide a keyword in highlighted boxes in the crossword for students to unscramble once they complete the puzzle.
Code breakers Code breakers require a key - the alphabet with each letter assigned to a number. For maths, instead of a just a list of sums for BODMAS, practise methods such as LCM HCM, BODMAS etc. Each sum reveals an answer which matches a key and reveals a letter. The list of sums can then reveal a hidden message such as the punchline to a joke. The same idea can be applied to science too, for example with calculating specific heat capacity. These activities can be differentiated to any level or used at any key stage.
Loop cards Loop games or dominoes are a great way to practice specific methods such as calculating indices. Each card contains an answer that matches another card and a question. Students work out the answer to the question on the card, and find the card with the corresponding answers. This next card will have the next question on it. Add a new level of motivation by assigning a letter to each card which can then spell out a phrase. The final question should match the answer on the original card.
Card games Specific playing cards such as times table practice cards can be used as either snap cards, or more usefully matching pairs. These can be purchased or easily made using storeroom card stock. Repeated practice with these cards helps students form links between times tables and increases the speed of their mental maths calculations. Snap and match can be produced for other subjects too. In science, chemical symbols and the element or compound names can be matched, circuit symbols and names or even kingdoms and examples of organisms can be used in lessons. Key words and definitions can be written on cards for English or geography, and English and French versions of words for language lessons. For younger students, words and pictures can be matched or form a snap.
As a start, check common teacher resource websites and try some
puzzles. This can help to quickly decide which types of puzzles are appropriate for your classes and stimulate your own creativity – don’t forget to share yours!
February 2020
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
