Fathers' Influence on Their Children's Cognitive and Emotional Development: From Toddlers to Pre-K

Autor/inn/en	Cabrera, Natasha J.; Shannon, Jacqueline D.; Tamis-LeMonda, Catherine
Titel	Fathers' Influence on Their Children's Cognitive and Emotional Development: From Toddlers to Pre-K
Quelle	In: Applied Developmental Science, 11 (2007) 4, S.208-213 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Child Rearing; Preschool Children; Depression (Psychology); Fathers; Emotional Development; Language Acquisition; Parent Child Relationship; Parent Influence; Parent Participation; Child Development; Cognitive Development; Toddlers; Age Differences; Individual Characteristics; Family Structure; Income; Marital Satisfaction; Mothers; Social Development + Suchen Sie Ihr Suchwort? Kindererziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gefühlsbildung; Sprachaneignung; Spracherwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Kindesentwicklung; Kognitive Entwicklung; Infant; Infants; Toddler; Kleinkind; Age; Difference; Age difference; Altersunterschied; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Familienkonstellation; Familiensystem; Einkommen; Mother; Mutter; Soziale Entwicklung
Abstract	We present findings based on several of our recent studies that have shown that father engagement has significant effects on children's cognition and language at 24 and 36 months and their social and emotional development at 24, 36 months, and pre-Kindergarten. These studies are guided by the Dynamics of Paternal Influences on Children over the Life Course Model that stipulates the important contribution of parent characteristics, child and context to parenting and children's outcomes. Specifically, three research questions are addressed: (1) How do resident fathers engage with their young children at 24, 36, and 64 months (pre-K)? (2) How do fathers' human and financial resources and depressive symptoms, partner relationship quality and mother-child interactions, and children's characteristics predict the quality of fathers' engagements with their young children? And (3) how do fathers' engagements affect their young children's cognitive, language, and social and emotional outcomes across the three age groups? Educated fathers and fathers whose partners have supportive relationships with their children are more supportive and less intrusive. In contrast to mothers, fathers' supportiveness matters for children's language, cognitive, and language development across ages and emotional regulation at 24 months. On the other hand, maternal intrusiveness is negatively associated with emotional regulation at 24 and pre-K and language development at pre-K. Father intrusiveness had a small negative effect on language development only at pre-K and no effect at all on social emotional regulation. These findings suggest that programs that aim at increasing fathers' education and that promote and encourage fathers' positive parenting will yield large benefits for children. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10