The Ecology of Early Development: Fathers' Home Involvement and Child's Later Educational Outcomes

Autor/inn/en	Cig, Oguzcan; Jones, Ithel
Titel	The Ecology of Early Development: Fathers' Home Involvement and Child's Later Educational Outcomes
Quelle	In: Education Quarterly Reviews, 5 (2022) 4, S.424-439 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Infants; Fathers; Parent Participation; Cognitive Development; Child Development; Time Perspective; Literacy; Play; Child Caregivers; Preschool Education; Gender Differences; Mathematics Achievement; Children; Young Children; Parent Child Relationship; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Elternmitwirkung; Kognitive Entwicklung; Kindesentwicklung; Zeitbezug; Alphabetisierung; Schreib- und Lesefähigkeit; Spiel; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Pre-school education; Vorschulerziehung; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kind; Kinder; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This study examined the relationship between young children's cognitive development and fathers' engagement in early childhood. The study examined fathers' home engagement patterns based on literacy, play, and caregiving activities when their children were 9-month-old and these patterns of engagement in 9-month-old were related to children's cognitive development in preschool. Latent class analysis (LCA) procedure was used to create subgroups/classes of fathers based on their actual engagement. The study employed multiple data sources from Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). The data sources include a self-administered resident father survey, direct child assessment, and parent interviews. The results of the study suggested that there were five distinct classes of fathers based on their actual engagement. A total of 6.200 fathers were included in the analysis to create father classes. In the regression analysis, a total of 4.800 children were included. Although father classes were mostly similar, there were two distinct father classes with different actual engagement patterns based on child's gender. Although, the class of fathers with the highest likelihood of engaging their infant girls had a negative effect on girls' literacy and mathematics scale score in preschool, the results regarding children's later educational outcomes were mixed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01