GERD Network — Early Childhood and Adolescence Research

Publication Notices in Category 1
Early Childhood and Adolescence

The Role and Involvement of Dads in the Lives and Education of Their Children with Special Educational Needs and/or Disabilities within an Early Intervention Context

Dissemination date:

Monday, 20 March, 2023

Main category:

1: Early Childhood & Adolescence

Language:

English

Country affiliation of author or of first author:

Ireland, Éire

Type of publication:

Article published in a peer-reviewed journal

Name of author or of first author:

Ke Ren

Reference:

Ren, K., & Mc Guckin, C. (2022). The role and involvement of dads in the lives and education of their children with special educational needs and/or disabilities within an early intervention context. Education Thinking, 2(1), 3–18.

Main keyword:

Dad-role

Summary:

This literature review prefaced a research project that explored dads’ role and involvement in the lives and education of their children with special educational needs and/or disabilities (SEN/D) within the context of early intervention (EI) (see Ren & Mc Guckin, 2022). We present a comprehensive, critical, and analytical review of the literature regarding the area of dad involvement in EI provided for children with SEN/D and their families. To conduct this review, key terminology was used to search in well-known, widely recognised, and distinguished research databases (e.g., Education Full Text, PsycINFO, Web of Science). The search yielded 112 results, from which 21 final articles were selected for inclusion. To begin, the historical perspective of fatherhood and dad involvement in the childbearing family is reviewed. This provides a necessary context for a deeper understanding of the central issues related to this area. To provide an explanation of the ways in which contemporary dads are influential, the review then explores the role and function of dads and their contributions to their child’s developmental outcomes. Such an exploration leads to a necessary critical review of recent research findings related to dads’ involvement in the lives of children with SEN/D and EI. This comprehensive review extends our knowledge in understanding the role and involvement of dads’ contributions to the outcome of their families and their children with SEN/D, particularly within an EI context.

Access:

https://analytrics.org/article/the-role-and-involvement-of-dads-in-the-lives-and-education-of-their-children-with-special-educational-needs-and-or-disabilities-within-an-early-intervention-context/

More information:

Ke Ren holds a First-Class B.A. (Hons) Degree in Early Childhood Studies and a M.Ed. in Early Intervention. She is a Ph.D. candidate at the School of Education, Trinity College Dublin. Ke’s research interests are in the areas of early intervention, father/dad involvement, theoretical approaches (e.g., Bronfenbrenner) applied to early intervention practice, and inclusive education. Conor Mc Guckin, Ph.D., is an Associate Professor of Educational Psychology in the School of Education at Trinity College Dublin, Ireland. Conor is a Chartered Psychologist and Associate Fellow of both the British Psychological Society (BPS) and the Psychological Society of Ireland (PSI). ORCID: 0000-0001-5848-2709

The Role and Involvement of Dads in the Lives and Education of Their Children with Special Educational Needs and/or Disabilities within an Early Intervention Context

Dissemination date:

Monday, 20 March, 2023

Language:

English

Country affiliation of author or of first author:

Ireland, Éire

Type of publication:

Article published in a peer-reviewed journal

Name of author or of first author:

Ke Ren

Reference:

Main keyword:

Dad-role

Summary:

Access:

https://analytrics.org/article/the-role-and-involvement-of-dads-in-the-lives-and-education-of-their-children-with-special-educational-needs-and-or-disabilities-within-an-early-intervention-context/

More information:

Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3

Dissemination date:

Tuesday, 14 March, 2023

Main category:

1: Early Childhood & Adolescence

Language:

English

Country affiliation of author or of first author:

United States

Type of publication:

Article published in a peer-reviewed journal

Name of author or of first author:

Arya Ansari

Reference:

Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2019). Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3. American Educational Research Journal, 56(4), 1495–1523. https://doi.org/10.3102/0002831218817737

Main keyword:

Persistence

Summary:

This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered prekindergarten the following year demonstrating stronger academic skills and less optimal social behavior than their peers with no earlier educational experience. However, these academic benefits were short-lived and did not persist through the end of prekindergarten, in large part because children who did not attend these programs at age 3 caught up with their classmates who did. Roughly a quarter of this convergence in academics was attributed to children’s subsequent classroom experiences.

Access:

https://files.eric.ed.gov/fulltext/EJ1222475.pdf

More information:

ARYA ANSARI, PhD, is a postdoctoral research associate in the Center for Advanced Study for Teaching and Learning at the University of Virginia, 405 Emmet Street South, Charlottesville, VA 22904; e-mail: aa2zz@virginia.edu. His research focuses on understanding how contextual factors influence the early learning and development of children from disadvantaged backgrounds, with the aim of informing policies and intervention programs that can benefit such children. ROBERT C. PIANTA, PhD, is Dean of the Curry School of Education and Human Development and the Novartis U.S. Foundation Professor of Education at the University of Virginia. His research and policy interests focus on the measurement and improvement of teachers’ effectiveness in the classroom. JESSICA V. WHITTAKER, PhD, is an assistant research professor at the Center for Advanced Study of Teaching and Learning at the University of Virginia. Her research is focused on examining the association between early teacher-child interactions and children’s academic and social-emotional outcomes, particularly for those from underserved and underrepresented groups. VIRGINIA E. VITIELLO, PhD, is a research assistant professor at the University of Virginia’s Curry School of Education and Human Development. She is a developmental psychologist with an interest in applied research in child care and school-based settings. Her research focuses on how classroom settings shape young children’s engagement and learning. ERIK A. RUZEK, PhD, is a research assistant professor at the Center for Advanced Study of Teaching and Learning, University of Virginia. His research illuminates the classroom processes that promote student engagement, motivation, and learning, with a special interest in understanding the predictors and consequences of students’ perceived experiences in classrooms.