Researchers from Bristol University found that literacy based activities in the early years reading books and using the library - have a protective effect for both boys and girls.
A new research into gender differences in academic achievements in school has called on boys to be treated more like girls in pre-school years to prevent them from falling behind in studies.
Researchers from Bristol University found that literacy based activities in the early years reading books and using the library - have a protective effect for both boys and girls.
While boys mostly experience the same levels of these activities as girls, there are other activities like songs/nursery rhymes, drawing/ painting and learning letters that girls experience more frequently.
Parents are advised to also read more story books to boys and reward them with stickers or hugs to boost their concentration, the British academics concluded.
"We do not know how far gendered expectations of boys' versus girls' behaviours are driving some of these differences in social interaction. We do know that both boys and girls will benefit from a rich language and literacy environment in which adults extend children's language and engage their interest in a wide range of pre-literacy activities.
"These are important protective factors that lay the building blocks for success in schooling," said Prof. Gemma Moss from Bristol University.
The risk of falling behind at the age of five is much higher for both boys and girls from lower socio-economic backgrounds, the report found.
"We cannot wait for disadvantaged children and boys to get to school before they receive the support they need. By this time many will have already fallen behind, with negative consequences for their childhoods, school attainment and life chances," it said.
It added: "The gender gap is well-documented. It has hardly changed for five-year-olds over the past decade, despite a dramatic improvement in overall results. The difference in outcomes for boys and girls is having a devastating impact; nearly a million boys have fallen behind with their early language skills since 2006.
"That is nearly a million five-year-olds who may struggle with skills like explaining what they think and how they feel, and engaging with the adults and children around them." Overall, one in four boys were behind in language at age five in 2014/15, compared to 14 percent of their female classmates in Britain.
In the last academic year alone, around 80,000 boys in England were behind in language and communication when they started school.
The report for Save the Children charity also says that children who start school behind often never catch up.
"Latest figures show more than 80 per cent of children are reaching the expected communication and language skills by age five, but we will continue working with the sector until every child gets the high-quality education they deserve," a Department for Education spokesperson said in reference to the report's findings.
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