Glen F. Palm

Father involvement in early childhood programs: review of the literature

Father involvement in early childhood programs (ECPs) has increased rapidly during the past 10–15 years. This review of our understanding of the current state of father involvement in ECPs employs two theoretical frameworks: ecological perspective and situated fathering. We draw from the research and practice literature to understand the current levels of father involvement in early education programs, the factors that support this type of father involvement, the barriers to father involvement, and strategies for increasing father involvement in ECPs. Recommendations for future research on father involvement initiatives are also discussed.

Fathers and Early Literacy

The role of fathers in promoting early literacy skills in young children is a new area for both research and the development of intervention programs. The research literature examines how frequently fathers read to their young children, why do fathers read to their children and what are some of the barriers that limit father involvement in literacy activities. The research suggests that fathers engage in reading less frequently than mothers and they may not take the same level of responsibility for promoting early literacy in young children. Programs to engage fathers in early literacy activities with their children range from one-time events to weekly activities over a period of 5 months. Fathers appear to enjoy the programs and they increase the amount of time that fathers read and find it useful to learn new strategies for reading to their children. The chapter ends with some specific suggestions for program design and implementation.