Engaging fathers from disadvantaged areas in children’s early educational transitions: A UK perspective
Authors: Carol Potter, Gary Walker and Bev Keen
Published in: Journal of Early Childhood Research
10(2):209-225, June 2012
Presents findings relating to the evaluation of an innovative
one-year pilot project in an area of multiple deprivation in the
north of England, the goal of which was to engage fathers and male
carers in their children's transition from an early years setting
to formal schooling to enhance children's enjoyment, achievement
and learning at this critical early stage of development. The
project was successful in engaging men, recording 76 male
attendances at activities during the project period, 19 of which
were recorded at school-based activities, following transition.
Strategies found to be effective in engaging men at a strategic
level were partnership working with an expert agency on male
inclusion and the use of a highly gender differentiated approach.
At an operational level, successful approaches included the use of
a highly individualized, strengths-based, empowerment orientated
approach, within a partnership context, implemented by an extremely
skilled Fathers Transition Worker, complemented by intensive
follow-up contact via mobile phone, the use of male orientated
activities and the engagement of mothers, as well as fathers.
For details of how to obtain this research visit: http://ecr.sagepub.com/content/10/2/209.abstract