The stronger the bonds, the greater the chances of success: Actioning on research to address the gender-based achievement gap in the Early Years

Verity Downing, Master of Education (MEd Open), Independent Academic, UK The importance of the Early Years Foundation Stage (EYFS) cannot be underestimated. This is where society’s youngest citizens are learning about themselves and the world around them, much of which will inform the social and educational frameworks that will shape their lives. While professionals in this sector strive to ensure that the educational provision and emotional support provided in their settings is exemplary, there is one distinct area that needs urgent attention. Data published at the end of 2019 revealed that in every Early Learning Goal (ELG) across the spectrum of the EYFS, girls outperform boys (DfE, 2019). This is not a new phenomenon, and while there is evidence that the overall gender gap is closing, specific gaps persist. Girls have long been thought to have an inherent advantage over boys in literacy, language acquisition, usage and writing abilities (Baroody and Diamond, 2013). The achiev