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June 17, 2002Father/Male Involvement in Early Childhood Programs Brent A. McBride
Associate Professor of Human Development and Director of the Child Development Laboratory, University of Illinois at Urbana-Champaign
Introduction to the topic
During the 1990s researchers, policy makers, and practitioners alike witnessed an explosion in the interest being expressed in the roles of fathers and the concept of fatherhood. At the same time a shift in societal expectations for fatherhood emerged which called for men to assume a more active role in raising and educating their young children. In spite of this interest and shift in societal expectations, research evidence suggests that men continue to lag behind mothers in terms of how they approach and become involved in parenting.
Paralleling this emerging interest in fatherhood has been a renewed focus by researchers and educators on the roles that family members play in the educational process for their children. An important, yet often overlooked target in these efforts has been fathers/men. The notion that most children, particularly those from low income and high-risk backgrounds, have little or no contact with a father or other adult male is a myth that permeates program development efforts in educational settings. Although unfounded, this perception has had a significant negative impact on policies and practices related to initiatives designed to encourage home/school partnerships. The lack of initiatives designed to encourage father/male involvement in school and home settings evidences lost opportunities for administrators and teachers to acknowledge and build upon the strengths that many men bring to the parenting situation.
As educators explore the topic of father/male involvement in early childhood programs, several controversial questions emerge, including the following: What role, if any, should fathers/men play in early childhood programs? Should resources, both financial and human, be earmarked for initiatives targeting fathers/men? Why does the "gendered" nature of the early childhood profession act as a barrier which discourages fathers/men from becoming involved? How can we expect teachers to worry about encouraging father involvement when they are already overburdened? Are there really any benefits that can be gained from encouraging father involvement in early childhood programs? This chat session will allow participants to begin addressing these and related issues as they explore what they can do as parents and teachers to encourage father/male involvement in early childhood programs.
Online Resources
- Involving Fathers
This brief publication includes practical ideas to increase father involvement.
http://tyc.naeyc.org/articles/pdf/InvolvingFathers.pdf - The Father/Male Involvement Preschool Teacher Education
Program pilot was designed in 1995 to help teachers increase father/male involvement in state-funded preschool programs for at-risk students.
http://www.promisingpractices.net/program.asp?programid=63&benchmarkid=10 - Statistical Analysis Report: Fathers' Involvement in Their Children's Schools
Policymakers and educators agree that family involvement in children's lives is closely linked to children's school success. Extensive research exists on the importance of parental involvement in children's education. Psychologists are increasingly reaching the conclusion that fathers, as well as mothers, influence children's social, emotional, and cognitive development. The attention devoted to fathers is not intended to lessen the focus on the important role that mothers play in their children's lives, but rather to highlight the fact that fathers are important, too.
http://nces.ed.gov/pubs98/fathers/ - A Call to Commitment: Fathers' Involvement in Children's Learning
This publication is designed to inform and to promote fathers' increased participation in children's learning.
http://www2.ed.gov/pubs/parents/calltocommit/index.html - Promoting Nurturant Fathering
Studies show many benefits to children from father involvement. Here are some ways caregivers can help encourage fathers to become involved.
http://www.nncc.org/Families/cc33_promote.father.html
ERIC Digests
- Father/Male Involvement in Early Childhood Programs
Brent A. McBride and Thomas R. Rane discuss the importance of father/male involvement and how to develop and implement involvement initiatives for men.
http://ceep.crc.uiuc.edu/eecearchive/digests/1996/mcbrid96.html - Father Involvement in Schools
Christine Winquist Nord looks at the extent to which fathers are involved in their children's schools and the link between fathers' involvement and kindergartners' through 12th-graders' school performance, using data from the 1996 National Household Education Survey
http://ceep.crc.uiuc.edu/eecearchive/digests/1998/nord98.html
ERIC Database Selected Records
To search for ERIC resources on this topic, try the descriptors "early childhood education" combined with "parent participation" or " family involvement" and combine the results with the descriptors "males" or "fathers."
How to Obtain ERIC Documents and Journal Articles:
References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.
If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/search/basic.jsp
Search through March 2002: Selected records
- Fathers' Involvement in Programs for Young Children.
Author(s) Turbiville, Vicki P.; Umbarger, Gardner T.; Guthrie, Anne C.
Source: Young Children, v55 n4 p74-79 Jul 2000
Surveyed programs for young children in six states to identify how they included fathers. Determined barriers to fathers' participation in such programs, including work schedules, sex differences in interactional styles, and power issues. Gleaned suggestions for facilitating fathers' participation in children's programs, including recognizing unique characteristics, planning programs for mothers and fathers, and respecting fathers' efforts. - Don't Shut Fathers Out.
Author: Berger, Eugenia Hepworth
Source: Early Childhood Education Journal, v26 n1 p57-61 Fall 1998
Offers suggestions to early childhood educators for encouraging fathers' participation in their children's early education and care. Reviews the history of fathers' participation in care and their role in children's development throughout Erikson's first five stages of growth. Considers reasons for involving fathers in children's growth, including children's need for significant male figures, and moral development. (JPB) - Father/Male Involvement in Early Childhood Programs: Issues and Challenges.
Author(s) McBride, Brent A.; Rane, Thomas R.
Source: Early Childhood Education Journal, v25 n1 p11-15 Fall 1997
Examines shifts in societal attitudes that suggest the time is right to encourage greater father/male involvement in early childhood programs. Based on experiences with Men & Kids Project in Urbana, Illinois, identifies several challenges as educators explore ways to encourage greater father/male involvement and suggests possible solutions. - Getting Men Involved: Strategies for Early Childhood Programs.
Author(s) Levine, James A.; And Others
Pages: 97
Publication Date: August 1993
Availability: Families and Work Institute, 330 Seventh Avenue, New York, NY 10001 ($13, plus $3.50 shipping and handling. Discount on orders of 5 or more copies).
Designed as a guide for early childhood professionals, this book outlines specific success strategies for getting men--fathers or any significant male in a child's life--involved in early childhood education and child care, moving away from the traditional view of these fields as women's domains. The first section of the guide focuses on "Rethinking Involvement," followed by a section on "Strategies." Finally, a "Model Programs" section describes 14 different programs in which male involvement is being successfully sought and integrated. - A Call to Commitment: Fathers' Involvement in Children's Learning.
Author: National Center for Fathering, Kansas City, MO.
Pages: 37
Publication Date: June 2000
Availability: ED Pubs, Editorial Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll-Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site:http://www2.ed.gov/pubs/parents/calltocommit/fathers.pdf.
New research shows that the involvement of both mothers and fathers is important to children's education. Recognizing that promoting fathers' involvement depends greatly on the knowledge, attitudes, and skills of the teachers, administrators, child care providers, and social support staff, this report is designed to inform, promote, and celebrate fathers' increased participation in children's learning. - Fathers Matter! Involving Fathers in Children's Learning. A Kit for Educators and Other Professionals.
Author: Los Angeles County Office of Education, Downey, CA.
Pages: 76
Publication Date: June 2000
Notes: Kit includes a 20-minute VHS videotape, "Excerpts from Fathers Matter!" that originally aired October 28, 1999, and a discussion guide for viewing the broadcast. Also included is a set of 16 overhead projector transparencies. Videotape not available from ERIC.
Availability: U.S. Department of Education, Partnership for Family Involvement in Education, 400 Maryland Avenue, S.W., Washington, DC 20202-8173; Tel: 800-872-5327 (Toll-Free); e-mail: partner@ed.gov; Web site: http://www2.ed.gov/pubs/parents/fathers/presentation/index.html
Children do better academically if fathers are involved, regardless if the father lives with his child. This kit was developed for educators and other professionals who are working to increase family involvement in education. The kit outlines strategies for involving fathers in children's learning at home, at school, and in the community. - The Good Business of Being Father-Friendly--Does Your Center Welcome Male Customers?
Author(s) Cunningham, Bruce
Source: Child Care Information Exchange, n135 p70-71 Sep-Oct 2000
Argues that child care centers must be welcoming to fathers and other men. Describes six areas of father- friendly service: (1) checking your attitude; (2) knowing the men; (3) communicating with the men; (4) scheduling services; (5) evaluating the environment; and (6) recruiting male staff. - Involving Fathers in the Preschool Classroom.
Author(s) McFarland, Laura
Source: Texas Child Care, v24 n2 p2-7 Fall 2000
Notes that fathers' involvement in the preschool classroom is typically less than mothers'. Outlines ways educators can encourage fathers to be involved in children's preschool experiences through: (1) parent teacher conferences; (2) field trips and special events; (3) group time sharing; (4) calling home; (5) drop off/pick up; (6) positive reinforcement; and (7) direct encouragement.
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