Quality matters: Low-income fathers’ engagement in learning activities in early childhood predict children's academic performance in fifth grade

McFadden, Karen E.; Tamis-LeMonda, Catherine S.; Cabrera, Natasha

doi:10.1080/19424620.2011.655952

Cited by 12 publications

(7 citation statements)

References 35 publications

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“…As Legacy was designed to impact developmental outcomes, the program could present an opportunity to address both the parent–child relationship as well as cognitive skills. Research indicates that parents’ degree of engagement in learning activities (e.g., nondidactic reading interactions) predicts children's academic performance (McFadden, Tamis‐LeMonda, & Cabrera, 2011). Such a mechanism may explain how the Legacy English UCLA curriculum evidenced significant effects on children's cognitive development 6 years postintervention (Perou et al., 2019).…”

Section: Discussionmentioning

confidence: 99%

Parent engagement in an original and culturally adapted evidence‐based parenting program, Legacy for Children™

Rojo

Robinson

et al. 2020

Infant Mental Health Journal

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Human Subjects Approval: The information collection protocol was reviewed and approved by the IRB of Oklahoma State University, Protocol HE1484 "Legacy for Children TM Implementation Study." The study also received a Certificate of Confidentiality, issued by CDC. ABSTRACTLegacy for Children TM (Legacy) is an evidence-based program focused on promoting sensitive, responsive parenting for socioeconomically disadvantaged families. Legacy has recently been culturally and linguistically adapted for Spanish-monolingual Latino families and is being piloted in partnership with an early childhood education program. We conducted a mixed methods study to identify barriers and facilitators to engagement, using program monitoring data sources from both participant and group leader perspectives. We conducted qualitative analyses of open-ended data to identify distinct barriers (e.g., employment challenges, health-related challenges and appointments) and facilitators (e.g., other mothers in group, interest in program topics) to engagement that emerged across English and Spanish language curriculum versions; curriculum-specific barriers and facilitators were also documented. We interpret these findings in light of quantitative data on measures of engagement, showing that participants in the Spanish curriculum evidenced comparable levels of parent-group leader relationship quality relative to the English group, and higher levels of parent's group support/connectedness and overall satisfaction. These results offer promising considerations for optimizing families' engagement in parenting programs in the context of early care and education settings. K E Y W O R D Scultural adaptation, Latino, Legacy for Children TM , mixed methods, parenting RESUMENLegado para los Niños TM (Legado) es un programa basado en la evidencia que se centra en promover una crianza sensible y susceptible para familias con desventajas socioeconómicas. Recientemente, Legado se ha adaptado cultural y lingüísticamente para familias Latinas en las que sólo se habla español, y está siendo puesto en práctica experimental en asociación con un programa de educación en la temprana niñez. Llevamos a cabo un estudio con una variedad mixta de métodos para identificar obstáculos y promotores para ser incluidos usando recursos de información de la supervisión del programa provenientes de las perspectivas tanto de participantes como de líderes de grupo. Realizamos análisis cuantitativos de información no limitada de antemano para identificar diferentes obstáculos (v.g. dificultades de empleo, dificultades y citas 356 © 2020 Michigan Association for Infant Mental Health Infant Ment Health J. 2020;41:356-377. wileyonlinelibrary.com/journal/imhj SO ET AL. 357relacionadas con la salud) y promotores (v.g. otras madres en el grupo, interés en los temas del programa) para ser incluidos los cuales surgieron a lo largo de las versiones curriculares del inglés y del español; también se documentaron los obstáculos y promotores relacionados con el currículo específico. Interpretamos es...

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Section: Discussionmentioning

confidence: 99%

Parent engagement in an original and culturally adapted evidence‐based parenting program, Legacy for Children™

Rojo

Robinson

et al. 2020

Infant Mental Health Journal

View full text Add to dashboard Cite

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“…Previous work has shown that fathers may be an especially important source of math learning for children. Fathers' engagement in learning activities with toddlers in a low-SES sample predicted children's math scores in 5th grade [73]. Additionally, although mothers and fathers do not differ in the diversity of their talk with their toddlers, fathers may ask more questions of their children, suggesting some qualitative differences in the nature of their interactions [74].…”

Section: Remaining Questions and Conclusionmentioning

confidence: 96%

Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood

Elliott¹,

Zheng²,

Libertus³

2021

Education Sciences

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Past research has examined parental support for children’s math and reading skills in the early years through parents’ reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n = 259; 103 males) collected through Amazon’s Mechanical Turk to examine dimensions of parental enrichment in both support for literacy and numeracy skills at home. Additionally, we examine how socioeconomic resources as well as parental beliefs relate to these dimensions of the home literacy and home numeracy environment. Factor analyses revealed two dimensions of literacy activities (i.e., passive and active literacy activities) and three dimensions of numeracy activities (i.e., numeracy applications, basic numeracy, and written numeracy activities). Income was positively associated with active literacy activities, whereas parents’ educational attainment was negatively associated with active literacy activities and written numeracy activities. Additionally, parental beliefs, including their beliefs about the importance of literacy and math skills as well as their perceived responsibility for teaching their children reading, math, and language skills, related to home literacy and numeracy activities in distinctive ways. These results suggest that future research should explore parental enrichment practices with greater nuance, particularly when examining associations with socioeconomic status.

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“…Lamb and Laumann-Billings (1997) revealed that the involvement of fathers in the lives of young children has been virtually ignored, yet there is evidence of positive outcomes (Ross & Broh, 2000; Williams & Radin, 1999). Emerging literature shows that child outcomes are enhanced when fathers are involved in their child’s early development (Cowan, Cowan, Pruett, Pruett, & Wong, 2009; Flippin & Crais, 2011; McFadden, Tamis-LeMonda, & Cabrera, 2011). Specifically, research reveals that father involvement in a child’s development is associated with an array of positive outcomes including higher IQs, advanced linguistic and cognitive capacities, and improved quantitative and verbal skills (Allen & Daly, 2007; Dyer, McBride, Santos, & Jeans, 2009; J.…”

Section: The Importance Of Father Involvementmentioning

confidence: 99%

The Importance of Father Involvement in Early Childhood Programs

Ancell

Bruns

Chitiyo

2016

Young Exceptional Children

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Quality matters: Low-income fathers’ engagement in learning activities in early childhood predict children's academic performance in fifth grade

Cited by 12 publications

References 35 publications

Parent engagement in an original and culturally adapted evidence‐based parenting program, Legacy for Children™

Parent engagement in an original and culturally adapted evidence‐based parenting program, Legacy for Children™

Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood

The Importance of Father Involvement in Early Childhood Programs

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