Fathers and Very Young Children: A Developmental Systems Perspective

Fitzgerald, Hiram E.; Klitzing, Kai von; Cabrera, Natasha; Mendonça, Júlia Scarano de; Skjøthaug, Thomas

doi:10.1007/978-3-030-51027-5_2

Cited by 11 publications

(8 citation statements)

References 92 publications

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“…Our data suggest that mothers and fathers show both similarities and differences in their parental interactions with their children, and that they can compensate for this in each particular family [ 12 ]. Our results are in line with the well-established conclusion in the literature that both mothers and fathers can be good parents [ 70 ], and show that, in our sample, Spanish mothers and fathers are competent at interacting with their children in ways that promote positive development.…”

Section: Discussionsupporting

confidence: 92%

Parenting of Spanish mothers and fathers playing with their children at home

et al. 2022

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The aims of this study were to compare the parenting behaviors of mothers and fathers when evaluated in a free play situation at home and to study how these behaviors were related to the sociodemographic variables of the family. The study included 155 mothers and 155 fathers from the same families in Spain. The children (90 boys and 65 girls) were typically developing and were aged between 10 and 47 months old. The parents completed a sociodemographic questionnaire, and parenting behaviors in four domains (Affection, Responsiveness, Encouragement, and Teaching) were assessed from self-recorded videotapes, in accordance with the Spanish version of the PICCOLO. Our results showed both commonalities and differences between the mothers and fathers. The mean scores for the four parenting domains followed a similar pattern in both mothers and fathers: the highest mean score was in the Responsiveness domain, followed by the Affection, Encouragement, and the Teaching domains. Regarding the second aim, no differences were observed in parenting according to the child’s gender and the only domain related to the child’s age was mother’s Teaching. Mothers with a higher educational level scored higher on all parenting domains, except for Responsiveness. Family income was positively related to maternal Affection, Encouragement, and the total PICCOLO score, and to the father’s score in the Teaching domain. This study provides evidence that Spanish mothers and fathers show very similar strengths for promoting children’s development during interactions. These results are relevant to inform social public policies and family programs.

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Section: Discussionsupporting

confidence: 92%

Parenting of Spanish mothers and fathers playing with their children at home

et al. 2022

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“…This is consistent with the findings of Cano et al (2019), who found that father-child time is more strongly associated with children's cognitive and linguistic outcomes when that time is spent in educational activities, such as educational play, in typically developing children. This contribution in relation to the importance of father's teaching for cognitive and linguistic development is particularly relevant for early intervention practices, because the father's involvement needs to be increased in early intervention programs (Fitzgerald et al, 2020;Meuwissen & Carlson, 2015;Peterson et al, 2018).…”

Section: Parenting and Child Developmentmentioning

confidence: 99%

Mothers’ and Fathers’ Parenting and Other Family Context Variables Linked to Developmental Outcomes in Young Children With Intellectual Disability: A Two-wave Longitudinal Study

et al. 2022

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Parenting is a key factor for the development of children with intellectual and developmental disabilities. Therefore, early intervention programs should target parenting behaviors to improve children’s developmental outcomes. The present study analyzed the effect of parental behaviors and other family factors on the cognitive and linguistic development of children with an intellectual disability (ID). Participants (n = 87, aged between 20 and 47 months) were recruited from several Spanish Early Intervention Centers. The children’s development was assessed with the Bayley Scales of Infant Development (BSID-III) on two occasions. Besides questionnaires including family factors, 10-min mother–child and father-child interactions during free play were auto-recorded at home. Intensive statistical modeling on the two measurement occasions was used to select relevant predictors as well as their interactions. Child cognitive development models, including predictors such as mother’s responsiveness and affection and father’s teaching, had a predictive capacity between 22 and 26%. The language development models, including the mother’s responsiveness and father’s teaching scores amongst other predictors, yielded adjusted-R2s between 26 and 28%. This study’s findings evidence that parental behaviors during adult–child interaction affect the development of children with intellectual disabilities. The study also provides data that can be used to guide early intervention.

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“…In line with this, in recent decades, there has been great interest in understanding fathers’ quantity, quality and patterns of interaction with their children, as well as in their influence on child development [ 6 , 7 , 8 , 9 , 10 ]. The innovative studies on fathering that followed this contemporary interest highlight the importance of paternal influence on children’s development, beginning even before birth and continuing all over their life [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Father–Child Interactions in Preschool Children with ASD: A Systematic Review

et al. 2021

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Studies on parental interaction in the context of ASD has mainly focused on mothers, even if fathers and their children seem to form close and supportive relationships that may have unique effects on child development. Given the impact of ASD symptoms on a child’s ability to interact with significant others, recent findings strengthen the importance of including caregivers during treatment to guarantee a better adaptation to the child’s impairments. Despite this, fathers are scarcely involved, and interventions seem to not be tailored to their interactive characteristics and needs. For this reason, a systematic review was conducted to investigate fathers and children with ASD behaviors during interaction. This review found 12 observational studies that identified social, cognitive, and affective interactive modalities in father–child dyads through three psychology-focused journal databases: PubMed, PsycINFO and Scopus. The significant variation in both sample size and in the measures used to assess dyadic outcomes limits the ability of this work to make robust recommendations for intervention. Despite this, the results revealed characteristic behaviors of this dyad that consequently allow specific targets to be worked on during intervention. In fact, from fathers’ individual strengths and weaknesses, it is possible to implement interventions that are complementary with maternal characteristics from the perspective of personalized and optimized treatment.

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Fathers and Very Young Children: A Developmental Systems Perspective

Cited by 11 publications

References 92 publications

Parenting of Spanish mothers and fathers playing with their children at home

Parenting of Spanish mothers and fathers playing with their children at home

Mothers’ and Fathers’ Parenting and Other Family Context Variables Linked to Developmental Outcomes in Young Children With Intellectual Disability: A Two-wave Longitudinal Study

Father–Child Interactions in Preschool Children with ASD: A Systematic Review

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