Open AccessThe role of father parenting in children’s school readiness: A longitudinal follow-up.
Author(s) -
Alyssa S. Meuwissen,
Stephanie M. Carlson
Publication year - 2018
Publication title -
journal of family psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.138
H-Index - 120
eISSN - 1939-1293
pISSN - 0893-3200
DOI - 10.1037/fam0000418
Subject(s) - psychology , psycinfo , developmental psychology , autonomy , context (archaeology) , longitudinal study , parenting styles , child rearing , child development , medline , paleontology , statistics , mathematics , political science , law , biology
Mother autonomy support has been shown to predict child executive function (EF) and school readiness; however, little is known about the influence of father parenting on these child outcomes. The current study is a longitudinal follow-up examining the bidirectional relations between father parenting and child EF/school readiness across the preschool period. Eighty-nine father-child dyads participated at 2 time points (mean child ages of 38 and 58 months). The first time point was described in a previous article by Meuwissen and Carlson (2015). At the second time point, we observed fathers' autonomy support in a dyadic puzzle task and quality of parenting during free play in an indoor playground. School readiness included a battery of EF, literacy, and math measures. We found that father autonomy support at Time 1 predicted child school readiness at Time 2, mediated by child language at Time 1. Additionally, child EF at Time 1 inversely predicted father overstimulation during play at Time 2, mediated by father control at Time 1 and child school readiness at Time 2. These results indicate that the relationship of father autonomy support to child EF is similar to what has been found with mothers and that physical play may be an important context for father influence on child outcomes. (PsycINFO Database Record