Children go on to do better in class when they share bedtime reading with their father, says a study.
Previous research centred on mothers but experts found story time with dads plays a significant role in child development, boosting pre-schoolers’ learning and ability by a third.
Professor Anil Chacko, of New York University, said: “Unlike earlier research, our study finds it is possible to engage fathers from low income communities in parenting interventions, which benefits both the fathers and their children.”
The study evaluated a parenting programme called Fathers Supporting Success in Preschoolers that trains them in sharing book reading with their children.
The interaction uses prompts and feedback to allow a child to become an active storyteller themselves.
It relies heavily on using pictures, and supports parents giving children praise and encouragement.
Shared book reading fosters their relationship, and also makes the children more ready to take on the challenge of school .
Prof Chacko said: “Rather than a goal of increasing father involvement, which implies a deficit approach, a program that uses shared book reading targets a specific parenting skill set and represents a valued activity for parents and children.”
In the study, 126 fathers and their children were randomly assigned to either participate in the program or put on a waiting list which acted as a control group.
During eight weekly sessions lasting 90 minutes they watched videos showing fathers reading with children but with exaggerated errors.
The fathers then identified and, in small and large groups, discussed better approaches, and practiced the strategies at home with their child during shared book reading.
The program sought to establish routines, encourage child centred time and use attention and incentives to promote good behaviour.
It also used distraction and ignoring to reduce attention seeking, and resorted to time outs sparingly.
The researchers found that parenting behaviours, child behaviours, and language development of the children who participated in the program improved significantly relative to those on the wait list.
More specifically, fathers reported improved discipline approaches and promotion of their children’s psychological growth.
This held true in the researchers’ observations, who after the intervention, saw that fathers made fewer critical statements to their children and used more praise and affection.
The researchers also measured a moderate effect on language outcomes among the children. Overall, the data suggest more than a 30% improvement in parenting and school readiness.
Importantly, the average attendance rate for the weekly sessions was 79 percent, which was substantially higher than past parenting programs for fathers.
Prof Chacko said: “Unlike other parenting programmes, fathers in this programme were not recruited to work on parenting or reduce child behavior problems, but to learn, with other fathers, skills to support their children’s school readiness, which may remove stigma and support openness among fathers in supporting their children.
“The findings are particularly noteworthy given the study’s population of low-income, Spanish speaking, immigrant fathers.”
The researchers noted that shared book reading may not be the best approach for all fathers and children, so interventions should be tailored to the preferences of communities and parents in order to increase the likelihood of success.
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