Developmentally Appropriate Paternal Practices: Immigrant Fathers' Adaptation and Accommodation in Democratic Society

• In Event: Support Strategies for Student Learning and Development

Abstract

Three researchers examined immigrant fathers’ perspectives on their engagement in young children’s learning and schooling in the United States with the intent to suggest for early childhood educators and teachers to consider the importance of Developmentally Appropriate Paternal Practice (DAPP) in this global, democratic and multicultural society. This study grounded identity theory as a guide to the relationship regarding fathers’ roles and their involvement in children’s activities. Qualitative ethnographic data was collected from multiple case studies with immigrant fathers across states in the US. The results of the study have implications for US early childhood educators working with fathers who came from linguistically and socio-culturally diverse backgrounds. Researchers seek to find the best connected-practices among schools, communities, mothers and fathers.

Authors

• Keun K Kim, Delaware State University

• Yeonsun (Ellie) Ro, Institution of Early Global Education