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Francis Wardle, in his new book, Oh Boy, writes: “There is a large body of knowledge that argues for early childhood programs and elementary schools to provide a variety of multicultural opportunities that match each student’s culture, learning styles, language, and competencies. It is understood that these children need school experiences—activities, curricular content, classroom materials, and adult-child interactions—that provide them with the best possible opportunity to succeed in early childhood and school.

It only makes sense that these school experiences also optimally match their learning styles, behaviors, competencies, and dispositions. 

It is likewise important to ensure that the early education and elementary years are positive experiences for boys—experiences through which they are successful and empowered; experiences that prepare them to resolve both social and academic challenges in later school years; and experiences that teach boys self-efficacy. According to Albert Bandura, self-efficacy is the belief that with a certain amount of effort and persistence, one is capable of executing behaviors successfully like learning specific skills, tasks, or concepts. For children, this is the belief that they can learn under the right circumstances.”

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