Poster #51 - Mothers’ and fathers’ parenting and involvement reports from preschool to first grade

• In Event: Poster Session 20

Abstract

Mothers’ and fathers’ involvement in early childhood supports children’s healthy development and well-being (Sary & Turnip, 2015; Wilson & Prior, 2011). Historically, mothers have been involved in childrearing activities whereas fathers have spent a greater proportion of time in non-care activities (McBride & Mills, 1993) or providing economically. With mothers’ participation in the workforce on the rise, fathers have become increasingly involved in family life, changing the social-cultural context in which children are raised (Gervais et al., 2021). Contemporary studies examining parenting practices and parental involvement are pertinent.

The purpose of the present study was to examine changes in, as well as the differences between, mothers’ and fathers’ involvement in the following domains: (a) Academic related involvement (ARA), such as reading books, explaining/teaching concepts, helping children practice letters/sounds, as well as practicing math skills; (b) School-focused discussions (SFD), for example, conversations surrounding children’s relationships with friends and teachers, as well as their daily preschool activities and how they feel about them; and (c) Home-based involvement (HBI), such as how often parents play indoors (iPad, toys, games, etc.), participate in outdoor games/exercises, visit recreation centres, and facilitate daily care tasks. Patenting over time was also assessed.

Parents (N=233 mothers and 233 fathers) from the same household, participating in a larger longitudinal parenting study made up our sample. At time one, children were in preschool (M=3.8), and in grade 1 by time 3 (M=5.7). Data was collected at 3 time points approximately 12 months apart. Parents completed the same measures at each data point. To measure parental involvement across three domains (ARA, SFD, HBI) mothers and fathers independently completed a questionnaire made of items from a variety of existing scales. To measure parenting practices, the Parenting Dimensions and Styles Questionnaire (Robinson et al., 2001) was filled out.

Three, two-way repeated measure ANOVAs were conducted to examine changes in parent involvement over the three time points (T1, T2, T3). A main effect, F(1,233) = 88.203, p < 0.001) was found for parent. The main effect for parent and interaction term were not statistically significant. A main effect, F (1,233) = 88.203, p < 0.001) was found for parent and time F (2,464) =15.23, p = 0.00). The interaction effect was also statistically significant (F (2,232) = 9.09, p = 0.00). A main effect was found for parent (F (1,233) = 16.76, p = 0.00) and time (F (2,466) = 122.919, p = 0.00). The interaction term was also statistically significant (F (2,234) = 6.34, p = 0.00). Using longitudinal data analysis via mixed-effects modeling we examined whether mothers and fathers report similar parenting styles. No parent and parenting style interaction was found.

Relatively few longitudinal studies have examined parents’ involvement over time. Differences were noted in terms of parental involvement across domains, but not in overall parenting practices. Caregiving and involvement changes overtime, while parents’ styles and approach to parenting appears not to.

Authors

• Christina Rinaldi, University of Alberta
  Presenting Author

• Vincenza Martinovich

• Chelsea Durber

• Okan Bulut, University of Alberta