"I Am Reading to Her and She Loves It": Benefits of Engaging Fathers from Disadvantaged Areas in Their Children's Early Learning Transitions

Autor/inn/en	Potter, Carol; Walker, Gary; Keen, Bev
Titel	"I Am Reading to Her and She Loves It": Benefits of Engaging Fathers from Disadvantaged Areas in Their Children's Early Learning Transitions
Quelle	In: Early Years: An International Journal of Research and Development, 33 (2013) 1, S.74-89 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2012.666959
Schlagwörter	Fathers; Parent Child Relationship; Males; Transitional Programs; Foreign Countries; Disadvantaged; Play; Student Attitudes; Parent School Relationship; Preschool Children; Parent Participation; Focus Groups; Interviews; Program Effectiveness; Parent Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Male; Männliches Geschlecht; Ausland; Spiel; Schülerverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternmitwirkung; Interviewing; Interviewtechnik; Elternverhalten
Abstract	Findings presented here relate to the evaluation of a one-year father-inclusion project, which took place in an area of multiple deprivation in the North of England. The project's goal was to engage fathers and male carers in their children's transition from an early years setting to a reception class and to maintain that involvement in the mainstream school setting. The project was successful in engaging men, recording 76 male attendances, 19 of which were recorded at school-based activities after the transition. Key benefits identified by fathers engaged in the project were closer relationships with their children and greater involvement in their play and learning. Children were very positive about their fathers' involvement and school staff identified a better rapport with fathers following the project. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10