When I was pregnant, for some reason, I just knew who I was going to have. The ultrasound confirmed it: a boy. Over time, our home filled up with toy cars. We collected building sets and toy guns. We also gathered a whole bag of little mates. Child psychologist Kathy Walker says raising boys is a special kind of art. I still agree, but now I would add that it is also a practice that asks for reflection.

The old debate about what comes first in child development, genes or upbringing, is still going. What has shifted is how we understand that relationship. Research now clearly points to an interaction between the two. As Lise Eliot explains in Pink Brain, Blue Brain, the differences we see early in life are often small. They are quickly shaped by experience, relationships, and expectations.

So yes, biology matters. But it does not write the whole story.

There are some patterns we see again and again. Boys, on average, tend to be more physically active. Studies of infants already show slightly higher activity levels in boys. They often gravitate towards movement, rough and tumble play, and toys that involve building or motion. Research by Simon Baron-Cohen has explored these early preferences.

I have seen this myself. I still remember my friend and I trying to separate two toddlers. They were one and a half years old and happily wrestling each other. With love, of course.

But this is where I would pause now in a way I did not before.

Because alongside these patterns sits another body of research that reminds us to be careful. Janet Hyde, through the Gender Similarities Hypothesis, shows that most psychological differences between boys and girls are actually small. There is often more variation within each group than between them.

In other words, not all boys are the same. Not even close.

Here is shy and introverted Lauchlan, who prefers to play alone; Bries who likes dinosaurs and is very sensitive; Maksim who is very confident and is a leader; while Matt prefers to play with the dolls.

And then there is the environment.

It is hard to ignore how strongly culture shapes what we expect from boys. From a very early age, boys are often nudged, sometimes gently, sometimes not, towards a narrow version of masculinity. Be strong. Do not cry. Do not be like a girl.

If a boy reaches for dolls, they are often replaced with cars. If he prefers quieter play or the company of girls, adults may try to redirect him towards sport or competition. Without even noticing, we start to close some doors while opening others.

Researchers like Cordelia Fine argue that many of the differences we take for granted are shaped and reinforced by these everyday interactions. Not imposed in one moment, but built slowly over time.

One area where the research feels especially important is emotional development.

Work by Judy Y. Chu and Niobe Way shows that young boys are often emotionally open, expressive, and deeply relational. But as they grow, many learn to pull back. Not because they lack feeling, but because they learn what is acceptable.

That old message, do not cry, carries further than we might think.

So when we talk about raising boys now, the question shifts slightly. It is less about what boys are like, and more about what we allow them to be.

Yes, boys may need space to move, to explore, to take risks. I watched a group of preschoolers during bush preschool session running around, exploring the terrain and noticed NO behaviour issues. That still holds. Running, climbing, testing limits, all of this matters. But just as much, they need space to feel, to connect, to be unsure, to be gentle.

Research does not tell us to treat boys and girls as the same. It tells us to stay attentive to the child in front of us, rather than the category we place them in.

Some practical ideas still make sense, and I hold onto them:

• Make sure they are listening before you speak
• Keep instructions clear and simple
• Offer a wide range of role models, not just athletes but artists, writers, thinkers
• Allow reasonable risk and independence
• Notice when they withdraw. It may be stress, not just a need for space
• Limit screen time and talk about what they are seeing
• Teach and model how to listen, how to ask, how to care

And one that matters more to me now than before:

• Make room for emotion. Not as something extra, but as something central

At home, this also means something quite practical. Shared responsibility. My son has helped around the house since he was little. Washing dishes, clearing the table, taking the bins out. Not as a lesson in discipline, but as a way of saying, we live here together, we take care of this place together.

No special rules for boys. Just shared life.

And one more thing.

I am still very happy to be a boy mum. That has not changed. If anything, it has deepened. Growing alongside him is still full of movement, noise, and laughter. But now it also comes with more questions. There is more attention to the small moments. Something opens or quietly closes.

Because of him, I have spent time rollerblading and skateboarding, jumping on trampolines, snowboarding, and even trying surfing.

And now, I also find myself noticing different things. When he holds back. When he speaks up. When he shows care.

What is your experience like?