This book draws upon original research to examine the specific issues affecting boys and education in the first three years of schooling, and uses this research as a basis from which to explore the implications for teachers and early years workers. 'This book is a welcome antidote to those offering "teaching tips" on "raising boys' achievement" ... [and] is accessible and clearly written ... It is of particular importance in that it is one of the few books that directly explores how predominant approaches to early years pedagogy forecloses opportunities to confront gender-stereotypical behaviours.' - International Journal of Early Years Education 'Paul Connolly's book appears as a welcome and refreshing addition to the burgeoning literature on the subject. It is to be hoped that teachers will take up his suggestion for working with young boys in the 'Critical Gender Zone', working in school and with parents to challenge dominant forms of masculinity that limit engagement and learning.' - ECR Book Reviews 'His (Connolly's) work is a model of well structured clearly reported research.' - Elaine Millard, Senior Lecturer, School of Education, University of Sheffield