Engaging boys in the Early Years: the experiences of three Islington settings

Date of issue: Oct. 2007

Theme: Supporting boys' achievements

This document was inspired by an interest in the role of popular culture and its effect on many of the children in early years settings - most particularly superhero play.

Over the years, many early years practitioners have expressed interest in and also concern about the burning pre-occupation of some of the boys in their settings with this type of play which often involves weapons and fighting. Adults are often unsure of the value of this media-influenced play, how to manage it effectively or join in as play partners.

Much has been written about this issue as part of a wider debate about gender differences and boys’ underachievement. This has led to a greater awareness of the implications on learning of different learning styles and rates of development of boys and girls. As a result, many practitioners have decided that banning or even discouraging superhero and weapon play disadvantages those boys who are so engrossed by it.

The case studies in the attached document are from three early years settings in Islington where practitioners considered and came to an understanding of why superhero and weapon play is so important to certain children, often boys. They tell the story of how skilled adults worked effectively to engage with the play, channel it positively and use it as a tool to extend thinking and learning skills and foster imaginative development. Perhaps most importantly, these examples remind us that bridging the gap between the culture of home and the early years setting is a key strategy in supporting the emotional well-being of all children.