African American Father Involvement and Preschool Children's School Readiness

Autor/inn/en	Downer, Jason T.; Mendez, Julia L.
Titel	African American Father Involvement and Preschool Children's School Readiness
Quelle	In: Early Education and Development, 16 (2005) 3, S.317-340 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1603_2
Schlagwörter	Disadvantaged Youth; Early Childhood Education; School Readiness; Preschool Children; Child Care; Fathers; African Americans; Parent Child Relationship; Individual Characteristics; Family Environment; Family Influence; Correlation; Early Intervention; Child Rearing; Family School Relationship; Parent Participation + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Afroamerikaner; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Familienmilieu; Korrelation; Kindererziehung; Elternmitwirkung
Abstract	A developmental ecological model was used to identify child attributes, father characteristics, and familial factors associated with multidimensional father involvement with preschool children enrolled in Head Start. The relations between father involvement and children's school readiness were also investigated. Eighty-five African American fathers and father figures were surveyed about their involvement in child care, home-based educational and school-based educational activities. Children's school readiness competencies were evaluated via teacher report or direct assessment. Father involvement in child care and home-based educational activities were predicted by different contextual factors and child attributes. Fathers were more involved in child care activities when they lived in a child's home and when a child was highly emotional. Fathers who perceived the existence of a strong parenting alliance reported more involvement in home-based educational activities. Father involvement in child care and home-based educational activities was associated with higher levels of children's emotion regulation. Findings are consistent with a contextual, multidimensional perspective of African American fathering and hold policy implications for fatherhood initiatives in the early childhood education field. Efforts to increase father involvement may be most effective when addressing the multitude of influences on fathering behavior and focusing on father-child activities that occur outside of the preschool setting. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10