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Despite reasons to believe that paternal incarceration has heterogeneous consequences for children, little research explores the processes underlying variation in children's responses to this adverse event. We use data from the Jail and Family Life Study, an in-depth interview study of incarcerated fathers and their family members (including their children), to understand the heterogeneous processes linking paternal incarceration to children's well-being. Children commonly reported that their father's incarceration restructured their lives by altering their emotional and instrumental responsibilities. Within each of these domains, though, children expressed considerable variation in their responses, with some children seamlessly stepping into new responsibilities stemming from paternal incarceration and other children, especially older children who had witnessed their fathers' frequent entanglements with the criminal legal system, consciously stepping away from these responsibilities. These findings illustrate the range of responses that children have to paternal incarceration, shedding light on processes that have not been observed in survey research.

Fathers make important contributions to children's learning and development; however, schools and community organizations consistently report challenges to engaging fathers in their work. As part of a larger community-based participatory research project, a local fatherhood coalition created and distributed a survey to learn how various organizations and programs supported or marginalized fathers in their work. A mixed methods analysis of survey data indicated that K-12 schools were significantly less father-friendly than social service organizations, with K-12 schools disclosing that little to no services targeted fathers and most family engagement efforts prioritized mothers or assumed father disinterest. Comparatively, some social service organizations reported father-specific programming or early efforts to change policies and practices that unjustly favored mothers. However, most organizations, including K-12 schools, needed greater guidance and resources to become more father-friendly. In this article, we describe how the fatherhood coalition utilized survey results to guide their efforts in supporting local fathers and transforming organizational practices to make family-related programming and activities more inclusive of fathers and other male caregivers.

The objective of the study was to evaluate the effects of fathers' participation in the Father Support Education Programme on their perception of their role as fathers and the development of play skills in their children. The study sample comprised 40 fathers whose children, aged 5 and 6, were enrolled in independent pre-schools located in the city centre of Bartin. The experimental design of pre-test and post-test control group was adopted to facilitate the study. All technical terms were defined when first used. The study comprised 20 fathers, who were divided into control and study groups. Fathers in the study group received the Father Support Education Program over a period of 10 weeks, while no education program was provided to the control group. Information was collected using the "Personal Information Form," "Father Role Perception Scale (FRPS)," and "Game Skills Assessment Scale (PSAS)." The research's quantitative data was analysed using the SPSS (Statistical Package for Social Sciences) programme for Windows 22.0. To compare continuous data between two independent groups, the t-test was employed. The analysis established that following the educational programme, fathers in the study group exhibited a significant difference between their pre-test and post-test mean scores for their roles in their children's play skills. It was found that the Father Support Education Programme had a positive impact on fathers' roles and the development of children's play skills.

The relationships of 10 gifted high-achieving Millennial males and their fathers were the focus of this qualitative research study. Through in-depth interviews, six significant themes were identified: father's strong work ethic and self-sacrifice, father as teacher of skills and life lessons, father's design and maintenance of father--son rituals, father's quiet presence on the sidelines, father's authenticity and comfort with self, and father's respect for son's talents, decision making, and developing independence. Implications for parents and educators of gifted high-achieving males are discussed.

Parents' socialization beliefs have implications for the psychological adjustment of their children through their parenting behaviors; however, such pathways have rarely been established among Chinese American families. The present study examined how Chinese American parents' goals for their children to take on bicultural values and behaviors (i.e., bicultural socialization beliefs) influenced their child's level of depressive symptoms in emerging adulthood through their parenting behaviors and the level of parent-child alienation. Data came from Waves 2 (adolescence) and 3 (emerging adulthood) of a longitudinal study of 444 Chinese American families. Mothers' reports of their bicultural socialization beliefs positively predicted adolescents' reports of mothers' autonomy-supporting behaviors and interdependence-focused shaming behaviors. In addition, there was a significant and negative indirect effect of mothers' bicultural socialization beliefs on emerging adult depressive symptoms through adolescents' reports of mothers' autonomy-supporting behaviors and emerging adults' reports of alienation to their parents. In contrast, there was a significant and positive indirect effect from fathers' reports of their bicultural socialization beliefs to emerging adult depressive symptoms, through emerging adults' reports of alienation only. Findings contribute to our understanding of bicultural processes in Chinese American families and establish that parents' beliefs have significant implications for the psychological adjustment of Chinese American youth.

Over a 12-year period, this study examined the effects of the Family Check-Up preventive intervention model on both observed and self-reported parenting behaviors of mothers and fathers as well as how those parenting behaviors were associated with young adult antisocial behavior. Teachers identified 641 early adolescent youth from school settings to be at elevated risk for the development of externalizing behavior and/or substance use. These youth and their families were randomly assigned to the Family Check-Up intervention model (consisting of an adaptive, multi-tiered model of support, including a school-based family resource room, the Family Check-Up, and targeted follow-up services) or a control condition. Using an intent-to-treat approach, the Family Check-Up intervention model positively impacted mothers' observed parenting approximately 5 years later in middle adolescence but was not associated with changes in fathers' observed or self-reported parenting. Mothers' observed adaptive parenting and fathers' self-reported adaptive parenting in middle adolescence were associated with lower risk for young adult antisocial behavior. The cascading effects of brief, family-focused interventions are discussed along with implications for the measurement of parenting in mothers and fathers in the context of preventive intervention trials.

This study examined parental romantic attachment security as a mediator of prospective associations between hostile interparental conflict and parental discipline (i.e., power-assertive, permissive, and inductive discipline) for mothers and fathers of young children. Furthermore, this study utilized a novel, automatic assessment of romantic attachment security in examining whether romantic attachment assessed at controlled (i.e., self-reported) and automatic (i.e., a rapid word-sorting task) levels of representation differentially serve as spillover mechanisms. Participants included 235 mothers (62% White), fathers (55% White), and a target child between the ages of 2 and 4 (M[subscript age] = 2.97; 55% girls) recruited from a moderate-sized metropolitan area in the Northeastern United States. Families were assessed annually across three waves of data collection. Results from autoregressive structural equation model analyses revealed that romantic attachment operated as spillover mechanism for mothers. In particular, hostile interparental conflict was associated with power-assertive discipline through changes in mothers' automatic romantic attachment security. We also found that hostile interparental conflict was associated with inductive discipline through changes in mothers' romantic attachment avoidance. Neither controlled nor automatic romantic attachment representations served as spillover mechanisms for fathers. Findings are discussed within family systems and attachment frameworks.

Playgroups are a unique form of early childhood provision involving parents and their children attending together. Parents' attendance at playgroups provides opportunities for involvement in play. However, little is known about parents' practices of co-play in playgroups and the potential for these practices to enhance children's play experiences in early childhood. Drawing on practice architectures theory, this paper identifies parents' practices of co-play in a community playgroup, and the enablers and constraints on those practices. Data were collected through ethnographic methods, which included participant observation and informal individual interviews. The findings show that parents' practices of co-play consider the child's needs and interests in ways that support development and enhance children's play in the community playgroup. This research contributes new knowledge about the range of co-play practices engaged in by parents with children in community playgroups.

The parent-child relationship plays an important role in shaping adolescents' mental health during the COVID-19 pandemic. However, the mechanisms underlying the association between the parent-child relationship and mental health are unclear. Using a 2-wave longitudinal design, this study examined the role of both mother-child and father-child relationships during home quarantine in boarding school students' internalizing and externalizing problems after school reopening, and the mediating roles of academic buoyancy and academic engagement. A total of 1967 boarding high school students completed a battery of self-report questionnaires before and after school reopening. Results indicated that both father-child and mother-child relationships indirectly contributed to internalizing and externalizing problems through the interlinked mediation path of academic buoyancy and academic engagement. The mother-child relationship had greater influence on internalizing and externalizing problems than the father-child relationship. These findings clarify the associations between the parent-child relationships and mental health problems of boarding high school students during the transition to school reopening in the COVID-19 pandemic, expanding our understanding of psychological adjustment related to parent-child relationships and the potential mechanisms of these relationships.

Prior to the emergence of the coronavirus disease in 2019 (COVID-19), studies revealed lower involvement of fathers in the education of learners who are Deaf and Hard of hearing (LDHH). Although research evidence reveals that work structure and other commitments may be responsible for fathers' limited involvement in the education of their children, there is limited research evidence on the involvement of fathers of LDHH in remote education during the COVID-19 lockdowns. Based on the perceptions of mothers of LDHH, this study therefore explored fathers' involvement in the remote education of their LDHH. Hinged on the Theory of Planned Behaviour, two research questions were raised and answered in the study. Eight mothers of LDHH from KwaZulu-Natal province in South Africa participated in this qualitative study. Data was gathered via a semi-structured telephonic interview, and the collected data was analysed thematically. The findings revealed that: (1) the involvement of fathers in the remote education of LDHH saw a fair increase during the lockdowns when compared to the pre-COVID-19 era; (2) father-child communication approaches, technical devices needed for remote learning, and ability to intervene promptly when technical glitches arises were factors that influenced the perceptions of the fathers' involvement in the remote education of LDHH during the lockdowns. Based on the findings, appropriate recommendations were made for policy and practice.

Adolescents' interaction with their parents at home is pivotal for their physical and mental health, which can further influence their academic achievement at school. However, every culture has distinctive parenting elements which are distinguishable from other cultures. This study explored the influence of parenting styles on adolescents' academic achievement through the mediation role of learning engagement in a Chinese cultural context. A questionnaire was distributed among parents and students, and 1,557 valid responses were received and analyzed using SPSS software, PROCESS macro, Microsoft Excel, and JASP. The results indicated a positive and significant effect of parenting styles on students' academic achievement, with students' learning engagement partially mediating such relationship. Dimension-wise, parents' emotional acceptance positively influenced students' academic achievement, but rejecting and overprotecting them had negative repercussions. A comparison between fathers and mothers showed a higher effect of mothers' parenting styles compared to that of fathers. Generally, students' behaviors result from different forces which act in and outside them, making this study a wake-up call for cherishing collective efforts from parents, teachers, and students toward improving academic performance.

Educational process inequality is an important branch of higher education fairness and the role difference of student leaders is one of the important phenomena of educational process inequality. Based on the employment administrative data of 2018 college graduates in a province in central China, this paper investigates the relationship between family background factors and college students serving as student cadres by using Multiple Logit Regression. The results show that the father's work unit and the father's educational level have a significant impact on college students as student leaders. The students whose father works in a unit within the system and whose father has a college degree or above were more likely to be student cadres. However, the poor students with disadvantaged family economic resources are more likely to serve as student leaders, which is contrary to the expected conclusion. Scholastic attainment can effectively adjust the positive influence of family background factors on the experience of student cadres and promote the relative equality of education process.

Purpose: To investigate the language environments experienced by preterm-born infants, this study compared the linguistic and interactive features of parent--infant conversations involving 2-year-old preterm- and term-born infants. The study also explored how mother-infant and father-infant conversations may be differentially affected by preterm/term birth status. Method: Twenty-two preterm-born (< 37 weeks' gestation) and 25 term-born ([greater than or equal to] 37 weeks' gestation) 2-year-old infants engaged in dyadic mother/father-infant free-play interactions that were transcribed to quantify the linguistic (parental volubility, speech rate, lexical diversity, and morphosyntactic complexity) and interactive (infant/parent responsiveness, turn-taking, and conversational balance) features of parent-infant conversations. Language, cognitive, socioemotional, and executive function skills were assessed via standardized tools. Results: Compared to the term group, the preterm group was characterized by lower maternal speech rate, parental lexical diversity, and parent-infant turntaking, as well as greater mother--infant conversational balance. The preterm group presented poorer language and executive function skills when compared to the term group. Conclusions: Both similarities and differences exist between the language environments of preterm and term groups. Similarities may be due to the partial developmental catch-up of preterm-born infants (cognitive and socioemotional skills) and parental scaffolding. Differences may partly reflect a parental adaptation to the language and executive function difficulties of preterm-born infants. These findings suggest that researchers/clinicians should appraise the language environment with respect to the unique developmental needs of preterm/term-born infants. Future research directions are provided to advance a more holistic characterization of the language environment and a deeper understanding of the developmental significance of preterm-term differences in such environments.

In response to the dearth of research focusing solely on immigrant fathers, we propose the Integrative Conceptual Model to investigate the psychological well-being of recent immigrant fathers from East Asia to the United States. This model addresses how multiple factors in the society (e.g., policy), work and community (e.g., employment), family (e.g., father-child and couple relationships), and individual (e.g., education) levels in the host and home countries are linked to East Asian immigrant fathers' adaptation to their new environment. More specifically, we focus on the unique risk factors and protective factors to their adjustment, which are vital to the psychological well-being of recent immigrant fathers from East Asia. The Integrative Conceptual Model contributes to the limited fatherhood literature to help understand the multifaceted nature of immigrant fatherhood. Implications include creating culturally sensitive education and intervention programs for East Asian immigrant fathers.

Father involvement is known as one of the most important issue in the family system for the healthy development of children almost all stages of development. Today there are a lot of studies indicating that positive and high levels of father involvement have a positive effect on children's social, cognitive, emotional and physical development. Fathers' active and positive participation to all kinds of child-related activities in the family as much as mother is required to support children's healthy development. Unfortunately, still most of the studies indicate that fathers do not participate in all child-related activities in the family as much as mothers if the society they lived does not support high and quality father involvement. Although this seems as a personal preference, it is not since today we clearly known that father's involvement can be encouraged through societal expectations and father-friendly social policies that encourages fathers' involvement. Strong and father-friendly social policies have the power to promote father involvement and egalitarian parental roles in the family. In Turkey, social structure and social policies are not so strong to support high father involvement. Instead, they encourage traditional gender roles that emphasize provider role of fathers and primary caregiver role of mothers. In this qualitative descriptive study, 20 biological-resident father of 4-6 years old children were asked to suggest social policies which they thought to promote fathers' high involvement. Fathers' answers are discussed in the context of Turkish social policies.

A family-skills program for Latino fathers and youth was implemented to prevent youth obesity. Lessons learned focused on practices to address barriers to engagement and retention among fathers and youth within the Latino community. Program development issues included selection of organizations, facilitators, language, and delivery methods. Implementation issues included timing and location. Cultural issues regarding learner needs, and teaching and implementation methods need to be considered. Using the lessons learned, Extension professionals can create impactful programs that engage and retain Latino fathers and youth.

This study aims to examine the relationship between the academic achievement of primary school students and their academic grit. It also tried to determine whether the academic grit of the students affected various variables. The research is a quantitative study based on the relational screening model. The study sample consists of 400 fourth-grade students in the center of Sivas, which was determined by the proportional stratified method. Personal information form and Academic Perseverance Scale were used as data collection tools. According to the study results, a significant relationship was found between academic achievement and academic grit. This relationship was found to be significant, moderate, and positive. In addition, the study determined that academic perseverance differed significantly according to gender, father's education status, socioeconomic status, and pre-school education status. However, it was observed that academic perseverance did not differ according to the number of siblings and the mother's educational status.

This community-based project explored levels of father-friendliness across local organizations, agencies, and schools. A community coalition of individuals from diverse backgrounds and roles created a community survey to gather quantitative and qualitative information from individuals who worked with children or families. An analysis of survey responses (N=122) led to descriptive and thematic results of how the community served or marginalized fathers. Results were used to guide efforts in father engagement across various professional sectors.

This study was conducted to examine the effect of parental attention on the self-regulation ability of children aged between 48 and 66 months who have just started their preschool education. For this purpose, an example of a training program to improve parental interest was prepared for the parents of the children participating in the study. The study group consisted of 40 children who attended an independent kindergarten affiliated to the Ministry of National Education in Nilüfer District of Bursa Province in the 2019-2020 academic year and their mothers (40) and fathers (40), totaling 120 people. The "Parental Interest Scale for Children" and the "Preschool Self-Regulation Scale (OÖDÖ)" have been used as data collection tools. In addition, the "General Information Form" was used to obtain information from the participants. The obtained data were analyzed with 'Statistical Package for Social Science (SPSS)' 26 package program. In light of the findings, it was seen that parental attention has an effect on the self-regulation ability of children aged between 48 and 66 months who have just started their preschool education, and this positively observed effect is due to an increase in parental interest. As a result, when the correlation test analyzes between parental interest scores and self-regulation skill scores are considered. Parental interest has a positive effect on the self-regulation skills of 48-66-month-old boys and girls who have just started preschool education. Training aimed at improving parental interest is effective in achieving this.

The aim of this study is to investigate the level of social acceptance of students with typical development in inclusive classes towards individuals with special needs in terms of certain variables. In this study, the screening model was used, which is one of the quantitative research methods. The reason for choosing the screening model in the research is to determine the relationship between different variables such as gender, parents' education level, and whether there is a person with disability in the student's immediate environment and the level of social acceptance. In the 2019-2020 academic year, 1083 6th, 7th, and 8th-grade students in inclusive classes in public secondary schools in Türkiye participated in the study. The Social Acceptance Scale was used in the study. The statistical package was used to analyze the data. The results of the study revealed that there was a significant difference in social acceptance levels of students with typical development towards their peers with special needs (p<0.001) according to the variables as gender, father's education level, grade level, Having a person with disability among relatives, previous attendance to kindergarten and nursery in the past, family status. However, it was found out that there was no statistically significant difference between the mother's level of education of the students with typical development and their social acceptance levels towards their peers with special needs. [Note: The page range (470-492) shown on the PDF is incorrect. The correct page range is 469-492.]

In this article we examine students' attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey of 1,860 final-year secondary school students from Yaoundé, Cameroon, as well as supplementary interviews with 16 students. The findings show that the majority of respondents indicated a preference to continue their education after the end of secondary school and participate in some form of higher education. However, contrary to previous studies that identify gender or SES segregation in higher education participation, the findings in this study suggest that the influence of SES and gender on students' attitudes was minimised in the later stage of secondary schooling. Among the relatively minor external influences, institutional factors surpass family influence, and fathers' influence is stronger than that of mothers, echoing the patriarchal cultural background in Cameroon. Considering the positive attitudes revealed in this study, it is suggested that more external efforts could be made to respond to students' optimistic attitudes and smooth their transition processes. Higher education institutions should improve their capability to enrol and accommodate more students and patriarchal culture should also be challenged to boost women's educational opportunities.

The aim of this study was to investigate the effect of a Father Training Program (FTP) on the social skills of pre-school children. The study was carried out in two preschools in the central province of Kilis in Turkey. A pretest-posttest control group experimental design was implemented in this study. Both the study group and the control group consisted of 40 preschool children and their fathers from different preschools. The FTP was implemented with fathers in the experimental group for twelve weeks, but the FTP was not applied to the fathers in the control group. In this study, Social Skills Assessment Scale (SSAS) was used. Data were collected by preschool teachers before and after FTP. Covariant analysis with one factor (ANCOVA) and t test were used to analyze the data. At the end of the FTP, it was observed that there were statistically significant differences between the children in the control group and experimental group in terms of their level of social skills (p<0.01). It was observed that the difference between the mean scores of post-test and retention tests of the children in the experimental group was insignificant and the effect of the FTP was continuing. This shows that training program including fathers has an effect on children's social skills.

This dynamic research study focused on understanding Latino fatherhood in familial and educational contexts. The sample consisted of 40 Latino fathers who resided in rural northwest Iowa. Various qualitative methods were utilized including an overarching culturally responsive ethnography, testimonios, interviews, and other qualitative inquiry. This study utilized the FCS Body of Knowledge (BOK) and the Human ecosystem model (Bubolz et al., 1979) with cross-cutting themes including the human ecosystem as a framework to examine Latino fathers and to advance family and consumer sciences related to rural Latino communities. The study showed that Latino fathers' perspective on how they engaged in their family lives and children's education was changing compared to earlier generations. Another important finding was how Latino fathers and their communities' demonstrated strengths as they dealt with the pandemic, post pandemic and other social, cultural, political, historical and immigration challenges they faced. Recommendations for practice and research are provided.

Recent scholarship has attempted to amplify the voices and intentions of Black fathers to establish a healthy presence in the academic and school-based lives of their children. However, schools as mesolevel instantiations of civil society and culture often preclude Black fathers from carrying out this prosocial role. The basis for this, we argue, resides in the logic of "antiblack misandry." In this article, we demonstrate how a sample of Black fathers perceive how they - and Black men at large - are viewed as inherent outsiders within their children's school and the ways they respond to these perceptions and subsequent treatment. Analysis produced three overarching themes -- "perceptions and experiences, counterfactual experiences," and "attitudes and actions." Findings affirm a stereotyped pattern of Black fathers being seen and treated as absent, dangerous, or unimportant to their children's schooling lives.

Observational instruments are proposed as the best method to assess the quality of parent-child interaction. However, the psychometric properties and theoretical foundations of these observational tools have been questioned. Further, very few studies have focussed on the construct validity of these instruments for father-child interaction quality. In this study, we examined the construct validity of the Coding Interactive Behavior (CIB) measure in a sample of 320 father-infant dyads. A four-factor model, previously found to fit mother-infant interactions, failed to demonstrate an acceptable model fit for our father-infant sample. Instead, a data-driven three-factor model was indicated to be a better fit. This model consists of the composites, 'Paternal Sensitivity', 'Paternal Positive Affect', and 'Child Engagement'. Interestingly, while these factors bear similarities to those found in maternal interactions, they manifest distinct characteristics for fathers. Our results emphasize the necessity of refining and validating observational tools specifically for diverse parent--child contexts.

Young fathers often view studying in HE positively, and perceive the benefits to include improving self-confidence, reconnecting with lost learning opportunities, building better career prospects, and becoming a better role model for their children. However, despite these perceived benefits, not all young fathers decide to study in HE. The financial burden of course fees are often prohibitive and some young fathers do not want to risk losing income or interrupting their existing careers. They face challenges such as knowing what HE opportunities are available and experience difficulties in navigating the application process. Others feel that they are not sufficiently qualified to study at a higher level. For those young fathers who do go on to study, they may also experience difficulties entering and sustaining their HE journey. Once enrolled, common challenges include the demands of childcare, financial pressures, and well-being concerns. To complicate matters, young fathers rarely seek out support from HE providers or other formal services. With the educational outcomes of young fathers being a cause for concern and due to the hidden nature of this group who are largely absent from statistics, this qualitative study draws attention to this under-researched area and guides future policy and practice.

This study sought to understand how fathers perceived schooling of their children with intellectual disabilities and how this impacted upon their involvement. The paper reports specifically on the views of fathers, teachers and mothers of children with intellectual disabilities regarding how fathers understood schooling and how the understanding affected father involvement at a special school. The findings are a part of a larger case study conducted at one special school for children with intellectual disabilities in Kenya. Purposive sampling was used to recruit nine teachers, eight fathers, and six mothers of children with intellectual disabilities from the special school. Individual interviews, focus group discussions and a document review were the data collection methods. Data were transcribed and analysed thematically. Fathers' understanding of schooling was expressed in the two themes emerging: the ambivalence of the purpose of the school and a focus on functional skills. Fathers want their children with disabilities to be educated, which means gaining knowledge and skills that would lead to becoming self-reliant, but they do not always agree with schooling which is the way that society has chosen to educate children. While fathers may not be involved in schooling they often are involved and concerned about education.

Background: Children can internalise social and parental gender stereotypes and this may influence their perceived motor competence (PMC). This study aimed to examine the association between father and daughter gender-stereotyped attitudes/beliefs and girls' PMC. Methods: Girls (N = 68, M[subscript age]= 8.9 years, SD = 1.7) and their fathers were recruited at baseline from a physical activity intervention. Girls' PMC was assessed using the pictorial scale of Perceived Movement Skill Competence. Gender-stereotyped attitudes/beliefs of girls and fathers were assessed using the Occupation, Activity, and Trait - Attitude/Personal instrument. The girls' questions were interviewer administered to ensure comprehension, whilst fathers completed an online survey. Correlations were calculated, followed by linear regressions adjusted for girls' age and fathers' education. Regression models were used to investigate associations between father-daughter gender-stereotyped attitudes/beliefs, and whether these attitudes/beliefs were associated with girls' perceptions of their object control/locomotor, active play, and overall skill competence. Results: Girls' gender-stereotyped attitudes negatively correlated with overall PMC, r(60) = -0.36, p = 0.004, and object control perception, r(60) = -0.36, p = 0.004. These associations remained evident in linear regression analysis. No other associations were found. Conclusions: Girls with more gender-stereotyped attitudes have lower motor skill perceptions, which may impact negatively on physical activity and sport participation. Future interventions aimed at reducing sociocultural gender stereotypes in children may improve girls' motor skill perception and positively impact physical activity.

The present study examined patterns of number-related utterances and actions directed to 9-month-old infants by their parents. An ethnically and economically diverse sample of 86 families participated in structured play sessions conducted separately with the mothers and fathers of each infant. Data were coded for eight math talk categories, and these codes were analyzed for frequency, as well as complexity (number of categories mentioned within each 30-sec time interval) and diversity (number of categories mentioned across the entire play session). Number-related utterances and actions were frequent, with cardinality, one-to-one correspondence, and non-numerical quantitative terms (e.g., "some, less") being most frequent. Mothers and fathers both provided frequent and diverse input, though mothers provided significantly more math talk than fathers for abstract counting and equivalence/non-equivalence, and mothers mentioned significantly more categories overall than fathers. Both non-numerical quantitative relations and cardinality were significantly associated with children's preschool numeracy outcomes, though the association was negative for cardinality. Furthermore, fathers' numeracy input and mothers' total talk were also significantly and positively associated with children's numeracy outcomes.

This study examines the relationship between permissive parenting style and atypical behaviour in preschool children, focusing on the mediating role of generalized anxiety. A community sample of 293 children, aged 3-5 years, were tested with measures assessed by parents and teachers. Regression analyses were employed. The psychometric tests used were: "Parenting Styles and Dimensions Questionnaire -- Mother Form," "Behavior Assessment System for Children, Second Edition," "Teacher Rating Scale, and Preschool Anxiety Scale -- Parent version." Children whose parents have a permissive parenting style exhibit a high level of atypical behaviour, and a very high level of generalized anxiety. Generalized anxiety adds significant explanatory variance for atypical behaviour in preschool children over and above permissive parenting style. Generalized anxiety has a partial mediating effect on the relationship between father's permissive parenting style and atypical behaviour and a total mediating effect on the relationship between mother's permissive parenting style and atypical behaviour.

Purpose: As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school-university partnership to improve teachers' capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery. Design/methodology/approach: A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components. Findings: Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing. Research limitations/implications: First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner's initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors. Practical implications: The current study offers a small glimpse into the world of a school-university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers' ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist. Social implications: Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships. Originality/value: The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

As American colleges and universities become more diverse, expanding our vision and working around what it means to be a legacy, especially at Predominately White Institutions, will be essential. This paper examines Black families' experiences at Churchill, a small liberal arts PWI in the Northeast. With the aid of Yosso's community cultural wealth and Bourdieu's notions of cultural and social capital, it examines how parents' experiences at Churchill and exposing their child to Churchill shaped and informed their child's decision to attend their parent's alma mater and the passing of social and cultural capital between the generations. Findings suggest that while navigational and familial capital passes between generations, Black cultural capital does not pass smoothly and impacts their child's experience at Churchill.

Emotional availability of parents plays a crucial role in the psychological well-being and development of adolescents. However, previous studies have primarily focused on assessing maternal emotional availability. The Lum Emotional Availability of Parents (LEAP) scale was developed, considering both mothers' and fathers' emotional availability. This study aimed to examine the psychometric properties of the LEAP scale among Portuguese adolescents (N = 202). The results confirmed the unifactorial structure of the LEAP scale. Convergent construct validity was supported. Specifically, adolescents' perceptions of higher emotional availability from parents were related to better health-related quality of life. The LEAP scale also demonstrated small but positive associations with emotion regulation, with higher emotional availability being linked to lower use of expressive suppression and greater use of cognitive reappraisal. In conclusion, the findings suggest that the LEAP scale is a valid instrument for assessing adolescents' perceptions of both mothers' and fathers' emotional availability.

Understanding executive functions (EFs) development is of high value to global developmental science. Recent calls for a more inclusive and equitable developmental science argue that tasks and questionnaires that are developed using only a subset of the population are not likely to be appropriate for EFs measurement in global contexts unless explicitly tested. Here, we examined a task commonly used to assess EFs in Western populations in a non-Western sample of Jordanian children. We used the Hearts and Flowers (HF) task to examine (a) its value for assessing EFs development in Jordanian children, and (b) whether task performance was associated with socioeconomic variables and parent report of academic achievement, internalizing, and externalizing behaviors measured with the Arabic Child Behavior Checklist. We report data from N = 93 5.5-8.5 year-old Jordanian children. We found the task to be valuable for distinguishing performance among EFs constructs (working memory, inhibitory control, cognitive flexibility) in this cohort. However, there were no age differences in EFs performance, nor any EFs-specific relationship to any of the parent-report measures of EFs-related constructs. Instead, EFs were related to paternal education and location of residence (Jordanian governorate). We discuss these findings in the context of the expansion of developmental science into global contexts and call for special consideration of measurement and generalizability biases in investigations with human subjects.

This study investigated parents' and siblings' knowledge use during naturalistic teaching episodes in the home. Thirty-seven middle-class families were observed for six 90-minute sessions (siblings aged 4 and 6 years). Parent and sibling teaching sequences were coded for knowledge type (conceptual, procedural), conceptual subcategories (social conventional behavior; game discussions; academic concepts; problem solving) and procedural knowledge subcategories (game procedures; general skill procedures). Research Findings: Findings indicated no significant mean difference between mothers' and fathers' and older and younger siblings' conceptual and procedural teaching. However, parents taught proportionally more conceptual knowledge than siblings, indicating that siblings taught proportionally more procedural knowledge compared to parents. In terms of conceptual subcategories, parents taught more social conventional behaviors, whereas siblings taught more academic concepts. Siblings also taught more general skill procedures compared to parents. Practice or Policy: Overall, our findings indicate that the home environment is a rich context for the naturalistic teaching of conceptual and procedural knowledge by both parents and siblings, thus advancing our understanding of the role of family dynamics on children's learning and development.

Introduction: The study aims to investigate the perceived paternal attitudes of children aged between 9 and 17 years in relation to some variables such as child's gender, child's age, the number of siblings, father's working status, and father's level of education. Methods: The study used a survey design. The sample group consisted of 424 children aged between 9 and 17 years, including 233 girls and 191 boys. The data were collected using the Child Raising Styles Scale developed by Sümer and Güngör (1999), and a General Information Form. The data were analyzed using SPSS software. An independent samples t-test and one-way analysis of variance (ANOVA) were used to test whether there is a single significant difference in the dataset. The Scheffe test was used to determine the groups that caused the significant difference. Results: The level of significance was set at p<0.05 in all statistical analyses. There was no significant difference in father's acceptance/attention in terms of child's gender and the number of siblings, while a significant difference was found in terms of child's age, father's working status, and father's level of education. There was no significant difference in children's perceived paternal attitudes according to child's gender, child's age, number of siblings, father's working status, and father's level of education in the supervision/control dimension. On the other hand, there was a significant difference according to child's age, child's gender, number of siblings, father's working status, and father's level of education in the acceptance/attention dimension. Discussion: Taken together, the research results showed that fathers' child-raising attitudes vary. Some results are consistent with earlier studies, and some are contrast to earlier studies. A possible explanation for this might be factors such as place, time, sample, changes in parental attitudes, and socio-cultural changes. Limitations: The sample consisted of 424 children aged between 9 and 17 years including 233 girls and 191 boys. Conclusions: Parents' attitudes and behaviours in raising their children are different. These differences may result from parents' expectations of their children, parents' enjoyment of the parenting role, the number of children, children's birth order, children's gender, children's personality traits, parents' personality traits, and the interaction that parents had with their parents in their childhood. These factors have an impact on parents' attitudes and behaviours and determine the form and quality of the relationship between the mother, father, and child.

Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching-learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.

Mothers of children with Autism Spectrum Disorder (ASD) often experience chronic stress and are at risk for adverse health. However, little is known about fathers, especially when their child is in early childhood. Parenting stress, eating behavior and physical health was evaluated in mothers (n = 48) and fathers (n = 43) of young children (3-7 years) with ASD by questionnaires and physical measurements. Mother's prevalence rates of obesity (39.1%), abdominal obesity (59.6%) and metabolic syndrome (21.6%) were higher than the norm. In fathers, the prevalence rate of clinical parenting stress (33%) was higher than the norm. Parenting stress was positively related to disinhibited eating in mothers, not in fathers. It is crucial to monitor stress and health of parents of children with ASD.

This qualitative study explored mothers' and fathers' perspectives on children's play through semi-structured interviews. Fifteen fathers and 19 mothers were interviewed using open-ended questions. Interviews were audio-recorded and analyzed using open coding. Several themes emerged related to the definition of play, use of play, play activities, and positive and negative aspects of play. Mothers mentioned (1) "play as a learning and teaching tool," (2) "play as a soothing and relaxing way to improve children's self-regulation," and (3) "concerns about their children imitating bad behaviors and injuring themselves during play." In contrast, fathers (1) "engaged in more physical play (including rough and tumble play)," (2) "regarded screen time play more positively," (3) "emphasized social learning through play," and (4) "were more concerned about children's socially inappropriate behaviors during play." This study suggests the importance of considering differences in the perceptions of fathers and mothers when engaging children in play activities at home, school, and in the community.

This study investigated the interactive effects of maternal and paternal warmth as well as behavioral control on adolescents' anxiety in Ghana and whether these linkages varied between adolescents in rural and urban contexts. Participants were 211 junior high school students (61% girls; 39% boys; M[subscript age] = 13.43; SD[subscript age] = 2.03) who completed measures of parenting behaviors and experiences of anxiety. Results revealed significant two-way interaction effects such that higher levels of maternal warmth in conjunction with lower levels of paternal warmth were associated with higher levels of adolescents' anxiety. In addition, higher levels of paternal (but not maternal) warmth predicted lower anxiety in urban families, but not rural families. Moreover, higher maternal behavioral control combined with higher paternal behavioral control predicted lower anxiety, although this association was only observed for a small subset of the sample. Findings highlight the complementary roles of both mothers and fathers in influencing adolescents' anxiety and the importance of family context in shaping parenting influence. Interventions targeting positive parenting behaviors should focus on both mothers and fathers.

This qualitative study investigated the perceptions of masculinity and fatherhood of male school leaders and their perceptions associated with leadership practice. We used purposive sampling to recruit male Israeli school leaders for participation in the study. We collected the data by semi-structured interviews, which we then subjected to thematic analysis. The results indicate that the participants were divided between hegemonic and caring views of masculinity. By contrast, two-thirds of the leaders held an emotional view of fatherhood, and only one-third had an instrumental view. The results shed light also on the perceived connection of leaders' masculinity and fatherhood views with their leadership practice. The findings and contributions of the study are discussed.

An individual participant data meta-analysis was conducted to test pre-registered hypotheses about how the configuration of attachment relationships to mothers and fathers predicts children's language competence. Data from seven studies (published between 1985 and 2014) including 719 children (M[subscript age]: 19.84 months; 51% female; 87% White) were included in the linear mixed effects analyses. Mean language competence scores exceeded the population average across children with different attachment configurations. Children with two secure attachment relationships had higher language competence scores compared to those with one or no secure attachment relationships (d = 0.26). Children with two organized attachment relationships had higher language competence scores compared to those with one organized attachment relationship (d = 0.23), and this difference was observed in older versus younger children in exploratory analyses. Mother-child and father-child attachment quality did not differentially predict language competence, supporting the comparable importance of attachment to both parents in predicting developmental outcomes. [This article was written by the Collaboration on Attachment to Multiple Parents and Outcomes Synthesis.]

Paternal involvement in household and childcare has increased over the past century, but global studies show that most mothers still remain responsible for a significantly higher proportion of total household care and childcare. Moreover, the COVID-19 pandemic has further negatively impacted mothers, who take on the majority of childcare responsibilities. However, scholars agree that a father's devotion to playing with the child fosters the child's cognitive, linguistic, and socio-emotional development. Acknowledging and approaching art as a dynamic and integrated play, this qualitative case study investigates five South Korean father-child dyads and their interactions while playing with art materials. The participants engaged in three thematic art sessions designed by the author. Data collection involved audio and video recordings of each session, surveys of adult participants, and photos of finished artworks. The study found that fathers' varied educational backgrounds and perceptions of their abilities to facilitate arts learning influenced their confidence in teaching the arts at home. Furthermore, having a theme and prompting questions assisted the fathers to facilitate more focused art play. The art play also provided the father-child dyads with arts learning opportunities, including learning and distinguishing colors and recognizing stereotypes associated with colors. Moreover, one-on-one interaction between the dyads helped them build a more intimate bond. This study presents specific examples of art activities and participants' responses, which might offer insights and educational implications for paternal involvement in child play and thematic art play at home.