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21st Century Boys Will Fastiggi. 1.Understand instinctive differences between boys & girls 2.Recognise how modern life is more problematic for boys 3.Identify.

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Presentation on theme: "21st Century Boys Will Fastiggi. 1.Understand instinctive differences between boys & girls 2.Recognise how modern life is more problematic for boys 3.Identify."— Presentation transcript:

1 21st Century Boys Will Fastiggi

2 1.Understand instinctive differences between boys & girls 2.Recognise how modern life is more problematic for boys 3.Identify possible solutions

3 ‘Girls now out-perform boys in almost every curriculum subject in the UK. 70% of girls go on to further and higher education, as opposed to 50% of boys.’ (Sue Palmer, 2009) 1.Understand instinctive differences between boys & girls

4 The evidence suggests it’s to do with the growing discrepancy between instinctive male behaviour and the demands of modern life. 1.Understand instinctive differences between boys & girls

5 According to evolutionary biologists, major gender traits relate back to our remote past… Females, who were usually pregnant or looking after small children, stayed behind at camp to nurture the next generation. The job of the male was to protect and provide. 1.Understand instinctive differences between boys & girls

6 Men are proven to be… -More violent -Risk-takers -Extremely competitive 1.Understand instinctive differences between boys & girls

7 ‘The big difference is that boys externalise their problems and it comes out as bad behaviour – girls tend to internalise it, as sadness. Boys’ issues are therefore issues for others, not just themselves.’ (Sami Timimi, 2005) 1.Understand instinctive differences between boys & girls

8 “If boys are not reasonably civilised, confident and able to exercise self- control by the time they reach their teens, they can become a problem for society: four out of five criminal offences are committed by males.” (Sue Palmer, 2009) 1.Understand instinctive differences between boys & girls

9 The traditional liberal (and feminist) line of argument is that there should be a zero tolerance approach to violence and an emphasis on helping boys to emphasise and collaborate. It seems a reasonable argument. 2. Recognise how modern life is more problematic for boys

10 In pre-schools that allow superhero play, nursery workers find the pretend violence soon dies down and boys start devising rules of engagement – their own ways of ensuring ‘fair play’.

11 Across cultures, little boys of around three or four have always played violent games centred on goodies versus badies. The traditional liberal (and feminist) approach is to partcularly discourage play fighting when it involves pretending to play with replica guns.

12 Studies show that young males deprived of the opportunity to fight grow up more violent, not less. It’s highly possible that rough and tumble, pseudo-play is a way of learning to diffuse aggression.

13 Perhaps, as some theorists maintain, boys are struggling through play to come to terms with fundamental questions of good and evil. Perhaps the younger they are the closer they are to their Stone Age heritage, and they need a way of getting aggressive instincts out of their system.

14 Nursery staff who reversed their zero tolerance approach noted that ‘children are far more effective at managing play-fighting themselves, both to avoid injury and sustain play, than had previously been thought possible’.

15 Junk food Poor sleeping patterns Screen- based lifestyle Wrong sort of childcare & educational experiences Family fragmentation 2. Recognise how modern life is more problematic for boys

16 Girls now out-perform boys in most curriculum subjects Boys have greater chance of suffering from ‘developmental disorders` -ADHD & dyspraxia 4:1 -Reading problems 3:1 -Asperger syndrome 9:1 - Behavioural problems 2:1 2. Recognise how modern life is more problematic for boys

17 LOVE LANGUAGE DISCIPLINE PLAY LITERACY 3. Identify possible solutions

18 Provide the basics: Nutritious food A safe home Plenty of sleep & exercise 3. Identify possible solutions

19 The electronic village: The marketing and screen-based culture inhibits healthy eating, good sleep routines and free play – from an early age. 3. Identify possible solutions

20 Studies around the world show that boys are more likely than girls to engage in risky activities - it’s in their genes. In 2007, researchers at London University published evidence that 21st century 11-year- olds are up to three years behind their counterparts in 1990 in terms of their commonsense. They put it down to lack of play. 3. Identify possible solutions

21 When a child is given a manufactured replica toy or screen-based entertainment, it limits the child’s imagination.

22 A shallow and superficial generation of ‘super consumers’ is created. Boys and girls are objectified from an early age, limiting their individuality and creativity. Children learn to seek happiness through consumption, self-indulgence and screen- based entertainment.

23 CONCLUSION: Children should be protected from corporate marketing. How can we protect children from corporate marketing? 3. Identify possible solutions

24 Literacy helps human beings become better thinkers. The net effect is to make human beings more rational, and thus more civilised. 3. Identify possible solutions

25 Reading may offer boys a way to develop ‘people skills’ too. A boy who becomes a committed reader can develop the ability to connect with other minds by understanding the motivations and feelings of characters in a story. 3. Identify possible solutions

26 Learning to read and write has a huge knock- on effect on language skills, which research shows come less easily to males than females. Books introduce them to new, more sophisticated vocabulary, and also to more complex sentence structures. 3. Identify possible solutions

27 Telling children stories is an excellent introduction to the pleasures of reading and the conventions of literacy. 3. Identify possible solutions

28 This helps develop children’s power of narrative, which tends to be a weakness for boys. Girls tend to be better at this, as they usually engage in more small- scale play and like talking to their toys. These playtime monologues are a way of thinking out loud. 3. Identify possible solutions

29 As children grow older, the monologues gradually become internalised as thought processes, so as adults we often find ourselves regressing and ‘talking it through’. 3. Identify possible solutions

30 When boys are allowed to be boys, playing their own self-chosen games, they move from shouts and sound effects to using language in increasingly constructive ways. As well as making up rules and negotiating roles and boundaries, they may actually begin, like the girls, to provide narrative commentaries.

31 The prophet of Islam stated that: ‘The first seven years are for play, the second seven are for discipline and education, the third seven are for keeping with the adults.’

32 Many youngsters seem to be pursuing a ‘loss of the mind’ – the erosion of conscious identity through excessive use of chemical or technological fixes. Today’s youngtsers need the influence of older, wiser men. They need mentors – adults beyond the family and outside of the school to ease them gradually into responsible adulthood themselves. 3. Identify possible solutions

33 * No TVs in children’s bedrooms! * Focus on outdoor play-based learning up until the age of 7 * Older boys mentoring younger boys * Story telling that captivates boys imagination * Talk with parents – nutritious food, etc.

34 Dear Teacher, I am the victim of a concentration camp. My eyes saw what no one should witness: gas chambers built by learned engineers; children poisoned by educated physicians; infants killed by trained nurses; women and babies shot and burned by high school and college graduates. So, I am suspicious of education. My request is: help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmans. Reading and writing are important only if they serve to make our children more human. Annonymous 3. Identify possible solutions


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