This book examines the current interest in recruiting and supporting more men in the early
childhood education workforce. Drawing on extensive empirical data from case studies of an
unusual English preschool setting and interviews with Swedish male preschool staff the author
explores the potential benefits to society linked to the increased presence of men in early
childhood education and how this might be achieved. Throughout the book the author maintains
that the potential of including more men in early childhood education can only be achieved by
gender-sensitive practitioners both women and men who are willing to create a gender-flexible
pedagogy. This volume will be of interest and value to students academics and practitioners
interested in gender diversity and equity within early childhood education and care.
