This book critically evaluates the extent to which current early years policies, provision and practice promote and foster gender equity. It explores the rationale for the drive to employ more men in the early years field and examines the link made between "underachievement" in boys and the "feminine: nature of early years provision. It also looks at the underpinning philosophy and impact of the Foundation stage in early years provision. Taking into consideration recent research, this book considers the validity of the "scientific" conclusions being drawn about the biological basis for gender differences. Children's perceptions of "masculinities" and "femininities" are also under scrutiny as the author analyses their imaginative role play and storytelling in early years settings. The author also looks at the principles behind the pre-school provision in Reggio Emilia and focuses on the extent to which this approach fosters gender equity. Following an introduction, this book contains the following chapters: (1) Where Are We Now?; (2) Seductive Science; (3) The Appeal of New Pedagogies; (4) Girls and Boys Understanding, Playing and Talking about Gender; (5) Mummies and Superheroes; (6) Reflections on What We Do; (7) "Recuperative Masculinity" Strategies and Superhero Play; and (8) Are More Men Needed? An afterword; bibliography; and an index are also included.