Black Fathers’ Involvement in the Early Education of Their Children and Associated Factors: South African Context

Khewu, Noncedo; Adu, E.O.

doi:10.1080/09718923.2015.11893388

Cited by 9 publications

(6 citation statements)

References 11 publications

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“…His children can also think critically because the participant provides opportunities for his children to discuss the daily problems every day. This finding is in line with previous studies that fatherhood could create a secure attachment and influence children's early development [35][36], cognition, and emotional regulation well [22] [37].…”

Section: Dialog Is the Key To Learningsupporting

confidence: 93%

“…Paternal caregiving, especially by stay-at-home fathers, which occurs intensively, can foster attachment [33][34]. Some studies found that attachment built by paternal caregiving is secured and affects children's early childhood development [35][36], cognition, and emotional regulation well [22] [37]. Therefore, fatherhood increases the possibility that children will raise empathy, problem-solving, and temperament to care for others [38].…”

Section: Introductionmentioning

confidence: 99%

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Fatherhood & Children’s Remote Learning During Covid-19 Pandemic:

Asril¹,

Mahayanti²,

Tirtayani³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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Relational power supremacy is determined by culture, which impacts women's and men's capacity to make decisions in the family and community. As a part of strong patriarchal culture, Balinese men's involvement in parenthood deals with their self-concept and identity. Although there has been a growing literature discussing fatherhood in many cultural settings, a limited study focusing on how men in strong patriarchal culture transmit their full-time fatherhood has been conducted. Besides, the emergency shifting of learning due to the COVID-19 pandemic conveys more hitches to shelter. The present study examined whether and how Balinese fathers' parenting styles may influence attachment style and their children's remote learning activities. By using attachment theory, a qualitative approach of analysis was carried out using a narrative inquiry. A father with children who are having remote learning activities was recruited as the participant of this study. Unstructured interviews were used for data collection and recorded using a voice recorder only. The recording was then transcribed and analyzed using collaborative thematic narrative analysis. The results indicate that fathers' parenting style, their perception about the fatherhoods, their coping strategies, and responses from the society were related to the attachment style and children's remote learning activities during the COVID-19 pandemic.

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Section: Dialog Is the Key To Learningsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Fatherhood & Children’s Remote Learning During Covid-19 Pandemic:

Asril¹,

Mahayanti²,

Tirtayani³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

View full text Add to dashboard Cite

show abstract

“…The importance of have male educators in ECD has gathered momentum kindling the interest of researchers and policy makers in the recent years due to the consistent concerns such as 1) the none-participation of men as fathers in their children's lives, 2) the dearth of men in the early childhood settings, 3) the cognisance of the worth of father involvement in Early Childhood Care and Education and 4) the significance of men as role models for their children, particularly boys. Plentiful research testify to men's involvement as fathers in the early lives of young children as essential for their social, emotional, and cognitive development [47,48]. There is no corresponding prominence on men as educators of young children, yet it is essential that every child gets influence from both female and male educators to maximise social, emotional, and academic development.…”

Section: Importance Of Male Educatorsmentioning

confidence: 99%

Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education

Mathwasa¹,

Sibanda²

2021

Teacher Education - New Perspectives

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The absent male educators in the Early Childhood Development (ECD) programmes have created a gap in the momentum of success gained through fathers’ involvement in the early life of children. Worldwide, the gender imbalance trends in early childhood education and lower primary classes have been immemorial female skewed with men becoming extinct in the arena. Hitherto, copious studies testify of men’s involvement as fathers in young children’s early life as crucial for their social, emotional, and cognitive development. This chapter focuses on the importance of having male educators in the foundation phase of children’s care and learning, barriers to male involvement as educators in early care and learning centres, and how learning institutions can recruit and train male educators specific for the ECD. Male educators in the ECD have been confronted by stigmatisation, ridiculed, hit glass ceilings, and are viewed with hostility and suspicion. A preliminary exploration of literature from renowned published work that focuses extensively on various countries across continents will be covered in this review. This chapter envisaged strategies that could be employed in the recruitment, retention, and active participation of male educators in the ECD settings that will inform policy and teacher education.

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“…Despite the instrumental role male caregivers play in children's upbringing and early socialisation, studies in South Africa invariably show a high prevalence of male caregiver absence in the lives of children under the age of 9 years (Khewu & Adu 2015;Mavungu 2013;Statistics South Africa 2021). This situation is worse for black children aged 0-17 years, as 65% live without their biological fathers at home (Statistics South Africa 2021).…”

Section: Introductionmentioning

confidence: 99%

“…On the positive side, in South African families, it is common for adult male caregivers such as uncles, grandfathers and stepfathers to assume the role of a father, especially when the biological father is absent (Khewu & Adu 2015;Van den Berg & Makusha 2018). However, little is known about children's male caregivers and their involvement in the children's education and socialisation.…”

Section: Introductionmentioning

confidence: 99%

Foundation phase teachers’ views of the involvement of male caregivers in young children’s education

Mncanca

Ramsaroop

Petersen

2021

South African Journal of Childhood Education

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Background: Studies in South Africa show a high prevalence of male caregiver absence in the lives of children under the age of 9 years. In this respect, foundation phase teachers are well positioned to provide input and shed light on how schools can contribute towards improving male caregiver involvement in their children’s early education.Aim: This study aimed to explore foundation phase teachers’ views of the involvement of male caregivers in the education and development of young children.Setting: The paper reports on the qualitative phase of a mixed methods study conducted in three township schools near Johannesburg.Methods: Focus group interviews involving a sample of 17 foundation phase teachers were conducted in three schools. An iterative coding process within a generic qualitative data analysis approach was carried out to articulate overarching ideas and themes.Results: The results highlight how teachers’ taken-for-granted gendered assumptions about the roles of females and males in the education and development of foundation phase children and about the children’s care arrangements influence how they communicate with parents, unconsciously alienating male caregivers.Conclusion: Although teachers had not considered the role of male caregivers in the early years of children’s education, they acknowledged that such an undertaking would be beneficial to the learners and the school. Therefore, the authors argue for training aimed at capacitating foundation phase teachers with the essential competencies necessary to galvanise and increase meaningful involvement of male caregivers in the education of learners in pre-service and in-service teacher professional development.

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Black Fathers’ Involvement in the Early Education of Their Children and Associated Factors: South African Context

Cited by 9 publications

References 11 publications

Fatherhood & Children’s Remote Learning During Covid-19 Pandemic:

Fatherhood & Children’s Remote Learning During Covid-19 Pandemic:

Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education

Foundation phase teachers’ views of the involvement of male caregivers in young children’s education

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