A survey of 178 men in nurseries and primary schools indicates that children aged eight or below are more likely to be influenced by people who are their own age, who share the same experiences and who live close by, such as friends and family, rather than by male celebrities.
The majority of respondents, who took part in the survey to investigate if they saw themselves as role models for children, felt that both teachers and a child’s parents set more of an example for young children than sports stars, such as Wayne Rooney.
Dr Simon Brownhill, senior lecturer at the University of Derby who led the study, The 'brave' man in the early years (0-8): the ambiguities of being a role model, explains that young children are developmentally unable to grasp the concept of what a role model is until they are older.
‘A friend, who, for example, shows no fear when going on a fairground ride is more likely to be a role model,’ he said.
But he argues that men do not automatically become role models to children if they work in early years settings, as this is a status which has to be earned. He also claims that in some cases role models can have a negative impact on children’s lives, such as if a footballer swears a lot or kicks others.
To help male practitioners to make the most of their roles in early years settings and schools, Dr Brownhill suggests setting up local authority clusters, face-to-face meetings or web forums for those who feel isolated.
‘The call for more men to act as role models for children in early years and primary school settings remains prevalent with both the public and educational professionals, as boys' under-achievement and the absence of men in children's lives continues to dominate the educational agenda,’ he said.
‘This study highlights that, while there is a shared notion that the role model will emulate positive qualities and characteristics of both a personal and professional nature, the idea of the role model being "a man" is challenged.
Instead, it is argued that both men and women can be role models to children of both genders, not just boys.’
He concludes, ‘To give children the best educational experience and to raise academic attainment, employment of the best candidates is more important than the gender of the practitioner.’
‘I do not personally believe males are any better at teaching or working with children than females are, and I certainly do not believe that employing more men will close the gender gap between boys' and girls' achievements.’