We wish to acknowledge our colleagues in the Early Head Start (EHS) Father Studies Work Group, who are our partners in the commitment to better understand the roles of fathers in young children's lives. The EHS Father Studies Work Group members represent the national EHS evaluation contractor (Mathematica Policy Research and Columbia University), the funding agencies (Administration on Children, Youth, and Families; National Institute of Child Health and Human Development; Office of the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services; and the Ford Foundation), the local research universities participating in the Early Head Start Research Consortium, and program directors from the EHS programs participating in the national evaluation. Catherine S. Tamis-LeMonda also wishes to acknowledge funding from the National Science Foundation for New York University Center for Research on Culture, Development, and Education.
Fathers and Mothers at Play With Their 2- and 3-Year-Olds: Contributions to Language and Cognitive Development
Version of Record online: 22 NOV 2004
Volume 75, Issue 6, pages 1806–1820, December 2004
How to Cite
Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. J. and Lamb, M. E. (2004), Fathers and Mothers at Play With Their 2- and 3-Year-Olds: Contributions to Language and Cognitive Development. Child Development, 75: 1806–1820. doi: 10.1111/j.1467-8624.2004.00818.x
- Issue online: 22 NOV 2004
- Version of Record online: 22 NOV 2004
Father–child and mother–child engagements were examined longitudinally in relation to children's language and cognitive development at 24 and 36 months. The study involved a racially/ethnically diverse sample of low-income, resident fathers (and their partners) from the National Early Head Start evaluation study (n=290). Father–child and mother–child engagements were videotaped for 10 min at home during semistructured free play, and children's language and cognitive status were assessed at both ages. Fathers' and mothers' supportive parenting independently predicted children's outcomes after covarying significant demographic factors. Moreover, fathers' education and income were uniquely associated with child measures, and fathers' education consistently predicted the quality of mother–child engagements. Findings suggest direct and indirect effects of fathering on child development.