"Helping Us Find Our Own Selves": Exploring Father-Role Construction and Early Childhood Programme Engagement

Autor/inn/en	Anderson, S.; Aller, T. B.; Piercy, K. W.; Roggman, L. A.
Titel	"Helping Us Find Our Own Selves": Exploring Father-Role Construction and Early Childhood Programme Engagement
Quelle	In: Early Child Development and Care, 185 (2015) 3, S.360-376 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.924112
Schlagwörter	Early Childhood Education; Father Attitudes; Fathers; Parent Role; Low Income Groups; Parent Child Relationship; Parent Participation; Federal Programs; Qualitative Research; Focus Groups; Interviews; Preschool Children; Urban Areas; Parent School Relationship; Early Intervention; Coding; Social Attitudes + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Parental role; Elternrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Qualitative Forschung; Interviewing; Interviewtechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Urban area; Stadtregion; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Codierung; Programmierung; Social attidude; Soziale Einstellung
Abstract	Early childhood programmes (ECPs) serving children from low-income families are becoming increasingly interested in engaging fathers. The purpose of this study was to examine perspectives of diverse fathers with low incomes to more fully understand how their experiences within an ECP influenced father-role construction and facilitated their engagement in the programme and with young children. An exploratory focus group was conducted with fathers of children enrolled in a Head Start/Early Head Start programme. Qualitative data were analysed using descriptive and pattern coding. Findings suggest the "fit" between fathers' existing role beliefs and programme strategies may facilitate or hinder programme engagement. Practitioner interactions that value fathers, promote child learning and enjoyment, and support fathers in developing parenting skills that strengthen positive father-child relationships may change father-role construction to facilitate engagement in the programme and with their young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01