Father-child interaction: A qualitative analysis of the role of fathers in enhancing learning through play for preschool children in Kenya

• In Event: Parental engagement

Proposal

Introduction: Parental interactions with their children through play have been documented as an effective way to help children learn. These interactions allow parents to positively foster their children’s cultural learning and also provide avenues for their holistic development. Father-child interactions have extensively been documented in western countries. While mothers and fathers are engaged in play activities with their children, past studies have primarily focused on the role of mothers in play. The aim of this present study is to investigate the role of fathers in enhancing learning through play (LtP) for preschool children.
Methodology: The data used in this paper were derived from a baseline qualitative survey from an ongoing study. The study was conducted in three counties in Kenya, where an LtP model is being implemented. We present results from focus group discussions with parents and preschool teachers and key informant interviews with government officials conducted in Kenya. Interviews were audio-taped, transcribed verbatim, and thematically analyzed.
Results: The qualitative data analyzed indicated that fathers tend to engage in physical play activities such as football and skipping rope with their children. Though the fathers recognized the importance of play as a contributor to the development of children, they tend to have very limited information on the variety of play activities. Work and other competing tasks hinder father-child interaction. Fathers reported having no time to make play materials and therefore resorted to buying ready-made materials from the market. They perceive play as a teacher-child activity and therefore would rather support the school in implementing LtP.
Implication: The study findings reveal the limited engagement of fathers in learning through play activities. More effort is needed to improve their participation in play activities, especially in relation to the variety of play activities, making play materials, and creating time to support their children's learning through play. For effective implementation of learning through play for all children, men must be involved. Learning through play is not a woman’s affair but a shared responsibility. Therefore, men must embrace learning through play as a family responsibility.

Authors

• Silas Odhiambo Onyango, African Population and Health Research Center (APHRC)

• Patricia K Kitsao-Wekulo, African Population and Health Research Center

• Margaret Nampijja, African Population and Health Reserach Center, Nairobi