Father's early engagement: Contributions to children's cognitive development in preschool
Başlık çevirisi mevcut değil.
- Tez No: 508808
- Danışmanlar: Dr. ITHEL JONES
- Tez Türü: Doktora
- Konular: Aile Planlaması, Eğitim ve Öğretim, Sosyoloji, Family Planning, Education and Training, Sociology
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2015
- Dil: İngilizce
- Üniversite: Florida State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 162
Özet
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Özet (Çeviri)
This study examined the relationship between fathers' engagement patterns and children's cognitive development in early childhood. The study specifically examined fathers' home engagement patterns based on their engagement in caregiving, play, and literacy activities when children were around 9-month-old and 24-month-old, and children's later cognitive development in preschool in relation to their fathers' engagement patterns as measured earlier. This study used multiple data sources from Early Childhood Longitudinal Study-Birth Cohort (ECSL-B). These sources included 9-month self-administered resident father survey (N=5,700), 2-year self-administered resident father survey (N=4,300), direct child assessment (N=4,850), and parent interviews. The current study found that there were differences in fathers' actual engagement based on child's gender when infants were around 9-months old. Although majority of father classes were similar for boys and girls, there were two distinct groups of fathers who exhibited different engagement patterns for boys and girls. The results for father-toddler engagement patterns were more consistent across genders. Initial gender-separated analysis showed only minor differences in item response probabilities meaning the disparity of fathers' engagement patterns based on gender mostly disappear when their children are around 2 years old. The results suggested that fathers who had the highest likelihood of engaging their infant children had generally negative effect on girls' literacy and mathematics scale score in preschool. Additionally, 2-year fathers' engagement classes did not predict children's mathematics and literacy performance in preschool after controlling for family, child and father characteristics. This study concludes with limitations and recommendations for future research.
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