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Does father involvement increase children's educational attainment at primary school?

父亲的参与会提高孩子的小学教育程度吗？

基本信息

批准号：
ES/V004328/1
负责人：
Helen Norman
金额：
$ 31.05万
依托单位：
University of Leeds
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FV004328%2F1
关键词：
Does father involvement increase children

项目摘要

Fathers spend more time on childcare than ever before (e.g. Fatherhood Institute 2017) but the implications of this on children are unclear. Fathers' childcare involvement should have a positive effect on children's cognitive and educational outcomes (Lamb 2010) but there is little direct evidence to support this. Our study proposes to conduct the first longitudinal analysis in England that explores the relationship between fathers' childcare involvement and their children's attainment at primary school.Primary education is a pivotal stage of child development because it is the point at which children first make the transition from the home environment to school. Achievements at this early stage can shape educational pathways and thus future employment prospects and opportunities. Previous research with mothers or 'parents' more generally suggests that early parental involvement is critical for child development (e.g. Hsin and Felfe 2014) but we do not know whether fathers impact their children's education differently to mothers, or whether paternal care is particularly important for boys, girls or at certain stages in the child's life regardless of gender. There is an urgent need to explore the potential effect of paternal childcare involvement given the Department for Education (2018) now report that over a quarter of children in England are not primary 'school-ready' because they fall below the expected level for communication and literacy, whilst UNICEF (2018) ranks the UK in the bottom third of 41 of the world's richest countries for inequalities in primary school education. We propose that paternal pre- or school age care could help to support progression in particular academic subjects, close gender gaps in attainment and even moderate the detrimental effects of poverty. Using household data from the Millennium Cohort Survey (MCS) linked with official educational records of children from the National Pupil Database (NPD) in England, we will explore whether, how and at what stage fathers' childcare involvement affects children's attainment at primary school. The MCS collects data at four relevant life stages: pre-school (9 months and 3 years), school entry (age 5), in the middle (age 7) and at the end (age 11) of school. Our analysis will track longer, more comprehensive primary school educational trajectories than has been previously possible (e.g. Cano et al. 2019), focussing on how pre-school and school-age paternal childcare involvement affects children's attainment in core (e.g. Maths, English, Science) and non-core (e.g. Art, ICT) subjects at the three key stages of primary school (ages 5, 7 and 11). The research questions are:1. Does paternal involvement increase primary school attainment for children? And specifically:(a) How important is fathers' pre-school involvement?(b) Does the sex of the child moderate the effect of paternal involvement on educational attainment?(c) Does father involvement moderate the known negative effects of poverty?2. Which kinds of paternal-childcare activities have the strongest effect on a child's primary school attainment, and at what stage of the child's life is this most important? The project will make an original contribution to the literature, and contribute to scholarly and policy debates, by being the first UK-based study identifying the ways in which fathers may narrow attainment gaps and/or moderate the known effects of gender and socio-economic status. The findings will be relevant to a range of stakeholders including policymakers, practitioners, teachers and families. Our impact strategy has been developed with the Head of Communications at the Fatherhood Institute (project Co-I) who will draw on existing contacts within the school, early years and health sectors to involve them in a method of coproduction that steers the analysis and turns the results into relevant and impactful resources that are tailored to their specific needs.

父亲花在育儿上的时间比以往任何时候都多（例如，父亲研究所2017），但这对儿童的影响尚不清楚。父亲参与育儿应该对儿童的认知和教育成果产生积极影响（Lamb，2010年），但几乎没有直接证据支持这一点。本研究拟在英国首次进行纵向分析，探讨父亲的育儿投入与孩子小学成绩之间的关系。小学教育是孩子从家庭环境向学校环境过渡的第一个阶段，是儿童发展的关键阶段。早期阶段的成就可以塑造教育途径，从而塑造未来的就业前景和机会。以前对母亲或“父母”的研究更普遍地表明，父母的早期参与对儿童的发展至关重要（例如Hsin和Felfe 2014），但我们不知道父亲对子女教育的影响是否与母亲不同，或者父亲的照顾是否对男孩，女孩或在儿童生命的某些阶段特别重要。鉴于教育部（2018年）现在报告说，英格兰超过四分之一的儿童没有小学“准备好”，因为他们低于预期的沟通和识字水平，因此迫切需要探索父亲育儿参与的潜在影响。联合国儿童基金会（2018年）将英国列为世界上41个最富有国家中小学教育不平等的三分之一。我们建议，父亲的学前或学龄前护理可以帮助支持特定学科的进步，缩小成绩方面的性别差距，甚至减轻贫困的不利影响。使用家庭数据从千年队列调查（MCS）与官方教育记录的儿童从国家小学生数据库（NPD）在英格兰，我们将探讨是否，如何以及在什么阶段父亲的育儿参与影响儿童的成绩在小学。MCS收集四个相关生命阶段的数据：学前（9个月和3岁）、入学（5岁）、中学（7岁）和毕业（11岁）。我们的分析将追踪比以前更长、更全面的小学教育轨迹（例如Cano等人，2019年），重点关注学前和学龄父亲育儿参与如何影响儿童在小学三个关键阶段（5岁，7岁和11岁）的核心（例如数学，英语，科学）和非核心（例如艺术，信息和通信技术）科目的成绩。研究问题是：1.父亲的参与能提高孩子的小学成绩吗？具体而言：（a）父亲参与学前教育有多重要？(b)孩子的性别是否会调节父亲参与对教育成就的影响？(c)父亲的参与是否缓和了已知的贫困的负面影响？2.哪些类型的家长育儿活动对孩子的小学成绩影响最大，在孩子生命的哪个阶段这是最重要的？该项目将对文献作出原创性贡献，并有助于学术和政策辩论，作为第一个以英国为基础的研究，确定父亲可以缩小成绩差距和/或缓和性别和社会经济地位的已知影响的方式。调查结果将与包括政策制定者、从业人员、教师和家庭在内的一系列利益攸关方有关。我们的影响战略是与父亲研究所（项目Co-I）的通信负责人一起制定的，他将利用学校，幼儿园和卫生部门的现有联系人，让他们参与共同制作的方法，指导分析并将结果转化为针对其特定需求的相关和有影响力的资源。