Determinants of father’s involvement in their children's early reading development, in Kiambu county, Kenya
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Date
2018
Authors
Njeru, George Kithinji
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Children who grow up with warm, encouraging, and keenly engaged fathers in reading;
gain incredible benefits, as well as improved school performance, better self-confidence,
enhanced relationships with peers and caregivers, and imminent access to more economic
means. The purpose of the study was to find out whether some selected factors dictate the
engagement of fathers in young children's early reading development. Specifically, the
study was exploring the level of father’s involvement in their children’s reading and the
factors that influence their involvement. The primary years of a child present crucial
opportunities for growth, development and learning. Fathers’ participation in their
children’s early reading development has been found to be important since they are
among the first educators of their children. Studies have however established that fathers
are minimally involved in this important role. This study therefore was intended to
explore the factors influencing fathers’ contribution to their children’s early reading
development. Specifically, the research strived to establish whether age, occupation and
education levels of the father are important in determining their involvement level. This
study applied the Rational Choice Theory (RCT) by Coleman (1990). The theory was
applied in this context to show how fathers make decisions regarding involvement in
reading activities of their children. In this study, RCT was adopted to demonstrate certain
aspects of involvement which formed the basis of the research project and the motivation
behind these choices that fathers make. The descriptive research design was used to
investigate whether fathers’ age, occupation and education levels influence their input in
their child’s early reading development in Ruiru Sub-County, Kiambu. The target
population of this study consisted of fathers of children in early years stage in 78 schools
within the zone. The total target population was 6260 participants in the 78 schools. The
questionnaire was the only data collection tool and qualitative data analysis was
employed. The researcher ensured that each respondent's right to privacy is respected and
this was communicated to them. The findings on fathers’ involvement revealed that
fathers participated more in pre-school activities that related to financial support and less
in those that required them to sacrifice their time. Therefore, there is need to increase
parents’ awareness on the importance of getting involved in early reading development
on and this could be done by encouraging fathers to attend provide reading materials and
reading the child. Further findings showed that father’s education level was found to
affect their involvement in their children’s early reading development. Most Fathers in
Ruiru Sub-County were found to be learned and capable of supporting their children’s
early reading development via reading and listening to them. The study also recommends
that schools should develop platforms that will help improve fathers' homework
supervision by starting up seminars for fathers that clarify the practice of assisting
children.
Description
A research project submitted in partial fulfillment for the award of the degree of master of education in (early childhood education) in the school of education, Kenyatta University. July 2018