Exploring the Role of Father Development Workers in Supporting Early Years Learning

Routledge. 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

Y

17

Parent Child Relationship; Fathers; Parenting Skills; Parent School Relationship; Family Programs; Self Esteem; Parent Responsibility; Decision Making; Group Activities; Program Effectiveness; Foreign Countries; Parent Education; Early Intervention; Young Children

United Kingdom; United States

10.1080/09575140500507918

0957-5146

This qualitative study presents findings from initial exploratory work that examined how father development workers (FDWs) supported fathers to become involved in their children's learning, within the context of father groups. The study found that there were two main purposes behind the father groups and the subsequent role of FDWs in supporting father involvement. First, its purpose was to raise confidence and responsibility amongst fathers; and second, it was to improve and influence children's learning. As part of raising confidence and responsibility, FDWs supported fathers to "be themselves", to interact with the group, to develop a father-child relationship and to make decisions. FDWs used both indirect and direct learning approaches with fathers in order to improve and influence children's learning. The study calls for further research into the area of father groups and supporting father involvement in children's learning, as this is an important area that is currently under-researched in the UK. (Contains 2 notes.)

As Provided

29

2008

EJ818041