[Fathers in Early Parenting Programs. Impulses from the European and International Fatherhood Research]. / Väter in den Frühen Hilfen. Anregungen aus der europäischen und internationalen Väterforschung.

Prevention and intervention programs (early parenting programs) which are provided by regional multi-professional networks for families with infants are still addressed to mothers, primarily. The question is whether the European and international fatherhood research can supply valuable suggestions for a better involvement of fathers. We discuss determinants of lived fatherhoods that range from educated fathers of national middle class over fathers with migrant backgrounds up to educationally and economically disadvantaged fathers. We elucidate barriers which stand in the way of father involvement in the current parenting programs, and exemplary describe how the resistance could be successfully overcome.

Fathering behavior, attachment, and engagement in childcare predict testosterone and cortisol.

The present study examined testosterone (T) and cortisol (Cort) in fathers engaged with caregiving. We collected saliva samples in the mornings and evenings of two consecutive days in 150 fathers of 1- to 5-year-old children. Fathers completed questionnaires on socioeconomic status, family structure and life, sleep characteristics and body mass index (BMI), and reported on their engagement in childcare. Fathers used smartphone-based experience sampling throughout 1 week to sample ongoing activities with their children, including times of supervision, joint play, rough-and-tumble play, and cuddling episodes. External observers rated father-child attachment during a home visit. We began by testing for widely characterized covariates of T and excluded seasonal variations and known predictors associated with lowered T, such as older fathers and those with multiple and young children, lower BMI, shorter sleep duration, and sexual activity before sampling. Most interestingly, however, fathers' engagement in childcare and attachment to the child appeared more pronounced the greater the diurnal decline in T. Cuddling predicted a similar negative association, whereas joint play and rough-and-tumble play (RTP) showed enhancing effects on declining T. Interestingly, all fathering behaviors (except RTP) were positively related to lower Cort. In contrast, supervision was ineffective on both Cort and T.

Infants' stress responses and protest behaviors at childcare entry and the role of care providers.

During the transition from home to childcare, 70 15-month-old infants were videotaped, and their negative emotions were rated. Infants' attachments to mothers were assessed prior to child care entry and to care providers five months later using the Strange Situation Procedure (SSP). Infant heart rate was monitored at home, during adaptation to childcare (mothers present), and during subsequent separations. Respiratory sinus arrhythmia (RSA) was computed from the beat-to-beat measures of heart rate to reflect vagal tone, which is reduced during chronic states of stress, and was collected upon Arrival, during in-group Play, and when in the Group more generally. All infants responded to childcare entry with low RSA levels indicating stress. However, during adaptation with the mother present, RSA was higher for securely attached infants. On the first separation day, 35.3% of the infants fussed and cried extensively. These intense protests predicted later secure attachments to care providers, which adaptively helped to reduce stress, especially in infants who protested extensively, as if summoning their mothers back. Because extensive protest suggests limited regulatory capacities, infants risk overburdening the stress system when left unsupported.

The terrible twos: How children cope with frustration and tantrums and the effect of maternal and paternal behaviors.

Experimental Frustration Procedures with 158 children (15-39 months) of two-parent families were conducted, with each parent separately involved. We examined diverse characteristics of children's frustration and focused on specific behaviors of how children coped and parents supported them. In addition, external observers measured child attachment security (via Attachment Q Sort) toward the mother and the father during two home visits. Children with high attachment security became frustrated later and for a shorter time, and fathers, as compared to mothers, relieved these frustration patterns and reduced them. Although 22.2% children exhibited intense frustration responses up to tantrums, levels remained unaffected by child gender, but decreased with child age. Time-lag analyses revealed that children's self-comforting behaviors reduced frustration responses only by around 20%, but self-distracting (in younger children) and pretend-playing (in older children) by around 50% and 70%. Of the parent behaviors, demonstrating reduced children's frustration by up to 40% whereas distracting and reframing by around 60% (mothers) and 80% (fathers). In general, mothers tended to protect the child from distress, whereas fathers assisted the child in coping with frustration. However, if mothers soothed and fathers encouraged, children's frustration intensified.

Attachment and stress regulation in socioeconomically disadvantaged children: Can public childcare compensate?

Children growing up in families experiencing socioeconomic disadvantage (SED) are at greater risk for deficits in attachment and stress regulation as compared to peers in families with more socioeconomic resources. The present study hypothesized that care providers in out-of-home care might help these children to compensate. We therefore investigated 60 children (n = 30 from SED, n = 30 matched counterparts from middle class) and assessed children's Attachment Q-Sort (AQS) toward the mother and the primary care provider in childcare centers. Moreover, children's diurnal cortisol rhythm was measured based on 12 saliva samples taken across three days a week. The disadvantaged children showed lower AQS scores with their mothers than their care providers. Compared to their counterparts, disadvantaged children also displayed heightened cortisol release and flatter cortisol profiles reflecting overall high hypothalamic-pituitary-adrenocortical activities and lower capacities to regulate stress. Most notably however, multilevel path modeling linked higher care provider AQS scores to decreasing cortisol release throughout the week.

Los niños que crecen en familias que experimentan desventajas socioeconómicas (SED) se encuentran bajo mayor riesgo de déficits en la afectividad y regulación del estrés, comparados con compañeros de familias con más recursos socioeconómicos. EL presente estudio presenta la hipótesis de que quienes cuidan a estos niños dentro del sistema público de guarderías pudieran ayudarles a compensar. Nosotros, por tanto, investigamos a 60 niños (n = 30 de SED, n = 30 niños de clase media pareados como contraparte) y evaluamos la afectividad de los niños (AQS) hacia las madres y quienes les proveían el cuidado primario en guarderías infantiles públicas. Es más, se midió el ritmo diurno de cortisol de los niños con base en 12 muestras de saliva tomadas a lo largo de tres días a la semana. Los niños con desventajas mostraron más bajos puntajes de AQS con sus madres que con quienes les prestaban el cuidado. Comparados con su contraparte, los niños con desventajas también mostraron un elevado nivel de emisión de cortisol y perfiles de cortisol más planos lo cual refleja en general un alto nivel de actividades HPA y más bajas capacidades para regular el estrés. Aún más notable, sin embargo, el modelo de trayectoria a múltiples niveles relacionó los más altos puntajes AQS del cuidador con una baja en la emisión de cortisol a lo largo de la semana.

Les enfants grandissant dans des familles faisant l'expérience d'un désavantage socioéconomique (abrégé ici DSE) sont à plus grand risque de déficits dans l'attachement et la régulation du stress comparés aux enfants grandissant dans des familles dotées de plus de ressources socioéconomiques. Cette étude a pris pour hypothèse que les personnes s'occupant des enfants dans les crèches publiques pourraient aider ces enfants à compenser. Nous avons donc étudié 60 enfants (n = 30 de SED, n = 30 homologues issus de la classe moyenne) et évalué l'attachement (AQS) des enfants envers leur mère et envers les personnes prenant soin d'eux dans les crèches publiques. De plus le rythme de cortisol diurne a été mesuré basé sur des échantillons de salive pris au cours de trois jours par semaine. Les enfants de milieu désavantagé ont fait preuve de scores AQS plus bas avec leurs mères qu'avec les personnes prenant soin d'eux dans les crèches. Comparés à leurs homologues, les enfants désavantagés ont aussi fait preuve de sécrétion de cortisol plus élevée et des profils de cortisol plus plats reflétaient des activités HPA dans l'ensemble hautes et des capacités plus basses à réguler le stress. Plus particulièrement cependant une modélisation à plusieurs niveaux a établi un lien entre des scores AQS plus élevés des modes de soin à la crèche à des sécrétions de cortisol décroissantes tout au long de la semaine.

Reflective functioning in fathers with young children born preterm and at term.

The present study assessed 322 parents of 173 children aged between 12 and 20 months (74 children born preterm) with the Parent Development Interview (PDI) to capture parents' Reflective Functioning (RF). RF scores were obtained, and topics were disclosed, for which modeling with Latent Dirichlet Allocation (LDA) was applied. The study addressed (a) whether RF scores differed between fathers of children born preterm and at term, and diverged from the mothers' RF and, (b) whether topics on fathers' minds differed regarding parenting preterm or at-term children, and diverged from topics on parenting raised by mothers. Results indicated that parents of at-term children revealed similar RF scores, though fathers of children born preterm scored lower than mothers of children born preterm. Whereas fathers' RF scores were associated with topics about the paternal role, interests and activities, mothers' RF was related to concerns about how to meet the child's needs.

How fathers' attachment security and education contribute to early child language skills above and beyond mothers: parent-child conversation under scrutiny.

Attachment (AQS) of 100 children aged 12 to 24 months was observed, with more than half of the fathers (and mothers) representing higher social status. Children's language comprehension and production were measured using the Bayley Scales for receptive (RLS) and expressive language skills (ELS). Spontaneous book reading conversations in father-child and mother-child dyads were coded from videotapes, capturing five modes of conversation derived from research on dialogic reading. Path modelling examined the association of these modes on children's RLS and ELS in concurrence with parental attachment and education. First time, significant effects of father-child attachment security on children's RLS were revealed (and confirmed for mother-child dyads). Fathers' impact on child language skills could be further explained through modes which inquire and imitate child responses which were related to RLS and ELS, respectively. Although mothers' modes of conversation were associated with the mother-child attachment relationship, the father-child conversations were not so but instead were associated with the father's educational background.

Advancing Research and Measurement on Fathering and Child Development.

Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father-child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers' roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father-child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father-child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father-child relationship and its impact on child development.

FATHER-CHILD PLAY DURING THE PRESCHOOL YEARS AND CHILD INTERNALIZING BEHAVIORS: BETWEEN ROBUSTNESS AND VULNERABILITY.

Play observations with a total of 400 toddlers and preschoolers were videotaped and rated for Intensity and Quality of play with their parents. Parents were asked about perceived stress and personality characteristics (Big 5). Child's motor, cognitive skills, temperament, and internalizing behaviors were assessed. Study 1 investigated the robustness of play across child age and gender, and examined differences between fathers and mothers. Study 2 explored the vulnerability of play with fathers of children born preterm (PT-fathers) and fathers who had experienced adverse childhoods (AC-fathers). Study 3 investigated child internalizing behaviors. Intensity of play was maintained almost independently of child age and gender. It was similar for AC- and PT-fathers, and similar to maternal Intensity. In contrast, paternal Quality of play was higher with boys and independent of fathers' personality and perceived parenting stress whereas maternal Quality of play was higher with girls and linked to mothers' perceived parenting competence, acceptability of the child, and neuroticism. AC-fathers scored significantly low on Quality, as did PT-fathers, but the Quality of their play became better with growing child age, birth weight, and cognitive (but not motor and temperament) scores. Finally, child internalizing behaviors were negatively related to paternal Quality of play.

Meta-analytic evidence for stability in attachments from infancy to early adulthood.

The present meta-analysis integrates results from 127 papers on attachment stability towards mothers and fathers, respectively, from infancy to early adulthood. More than twenty-one thousand attachments (n = 21,072) and 225 time intervals were explored, ranging from half a month to 29 years (348 months). An overall coefficient of r = .39 between times T1 and T2 was obtained, reflecting a medium-sized stability of attachment security. However, no significant stability was found in intervals larger than 15 years. Coefficients are higher for time intervals of less than two years compared to time spans of more than five years, if attachments were assessed beyond infancy using representational rather than behavioral measures and if normal middle class as opposed to at-risk samples were involved. Furthermore, securely attached children at risk were less likely to maintain attachment security whereas insecurely attached children at risk most likely maintained insecurity.

Student-teacher relationships and classroom climate in first grade: how do they relate to students' stress regulation?

The present study involved 105 German students at the end of their first semester in elementary school in order to explore the stress that students may experience within the school environment, and how the relationship with the teacher buffers or exacerbates the stress. Student-teacher relationships were explored on both classroom and individual interaction levels. Classrooms were described by external observers in terms of teachers' support and classroom organization. Teachers reported on the relationships with their students regarding closeness, conflict, and dependency, which determined four specific patterns of student-teacher relationships. Furthermore, saliva samples were taken on a Monday and a Friday of the same week (four times each day) to display diurnal cortisol profiles. These profiles were later evaluated by means of slopes and intercepts, reflecting students' daily stress regulation. Comparisons between Monday and Friday profiles of the same student served as an estimate for the stress regulation throughout the week. Finally, associations between the profiles and the specific relationship patterns provided information on significant environmental conditions for students' stress. Students in non-supportive, as compared to supportive, classrooms had flatter cortisol profiles, suggesting that classrooms of low quality hindered sufficient down-regulation of cortisol levels at both the beginning and the end of the week. Moreover, students with conflict-loaded relationships with their teachers were less able to appropriately down-regulate stress (especially on Fridays) than students with proximal-balanced relationships, showing the most optimal cortisol profiles.

Parent-child play and parent-child relationship: Are fathers special?

Given the substantial heterogeneity across studies on parent-child play, we comparatively explored father-child and mother-child play while controlling for effects of the play settings in two diverse situations. We pursued three open questions: (a) how play behaviors inherently differ between the parents, and (b) relate to play quality, and (c) what does this mean for the parent-child relationship? Father-child and mother-child play was separately instructed and videotaped in 80 two-parent families with children aged 18-58 months (44 boys). We offered a physical and a cognitive game, and analyzed each parent-child dyad after rating 10 characteristic parental play behaviors (Encouraging, Surprising, Teasing, Explaining, Confirming, Instructing, Restricting, Lampooning, Sound-Imitating, and Caressing) and three subscales of the Play Quality scale (Piskernik & Ruiz, 2018). External observers also assessed father- and mother-child relationships with the Attachment-Q Sort (Waters, 1995). Results suggest that types of game, rather than parent gender, predicted parental play behaviors. Parents differed in behaviors typical for involving children mentally (e.g., parents explained, confirmed, and surprised) or are popular for stimulating children physically (e.g., parents frequently encouraged, limited restrictions, and imitated sounds). High levels of encouraging and confirming behaviors were related to high quality across games with frequent bouts of teasing. During cognitive games, fathers obtained lower quality than mothers, yet both showed the same quality levels in physical games, where fathers, however, were less instructive and more restrictive while also caressing. High play quality in both games was not associated with mother-child but linked to father-child attachment. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Parent-child attachment in children born preterm and at term: A multigroup analysis.

OBJECTIVE: While ample research exists about mother-child attachment, so far little focus has been on specifics of father-child attachment. Even less research is available on the nature of the father-child relationship for children born preterm. The objective of this study was to determine whether children born preterm (23 to 37 weeks gestation) differ in their attachment to their fathers and mothers from their term peers (> 37 weeks gestation), and whether specific child characteristics, such as gender, twin status, and developmental status, have an influence on the parent-child relationship. METHODS: The sample consisted of 290 children (n = 140 girls, 48.28%), 190 born before term (including 45 twin pairs) between 12 and 36 months of age (M = 19.5, SD = 5.7) and 100 term children of the same age (M = 18.8, SD = 6.1) with their 245 fathers and mothers. Attachment of the children with their mothers and fathers was assessed using the Attachment Q-sort during two home visits. Children's developmental status was measured with the Bayley Scales of Infant and Toddler Development. RESULTS: Within a multigroup analysis of parents with children born preterm and at term more secure attachment was found for both parents in the term sample than in the preterm group. Correlates of attachment specific to fathers of children born preterm accumulated to an explained variance of R2 = .82. For those fathers, less education as well as lower development scores and male gender of the child were associated with lower attachment scores. In the three other parent-child constellations the explained variance did not exceed 20%. Child development proved to be a significant predictor for father-child attachment regardless of the child's birth status. Male gender was associated with lower attachment scores for children born preterm with either parent. CONCLUSION: The findings highlight the importance of including fathers in research and clinical practice and informing them about preterm birth, possible problems, and developmental consequences as well. Health professionals should be advised to create interventions focusing on both parents to enhance the quality of attachment in parent-child dyads in children born preterm.

The impact of teacher-child relationships on child cognitive performance as explored by a priming paradigm.

The present study involved 120 kindergartners, of whom n = 60 were followed up to first grade. Upon making inquiries regarding closeness in teacher-child relationships in the classrooms, the children participated in a laboratory situation in which they were exposed to computerized tasks. These tasks challenged the cognitive processes thought to govern basic knowledge and belief systems. Before each task commenced, however, the image of the child's teacher (affective prime stimulus), with whom the relationship had been measured, was displayed for an experimental group of children. In contrast to a control group being exposed to a neutral prime, it was assumed that the teachers' images displayed in the experimental group would affect cognitive performance in a defined way (i.e., if primed by a person schema of a close relationship, these children should perform better than the rest). Whereas solving scores remained unaffected, children displayed shorter solving times under affective primes when in close relationships with their teachers. This effect could even be evidenced after the transition to school. Results suggest that cognitive processing is much more effective if close teacher-child relationships are involved.

Security of children's relationships with nonparental care providers: a meta-analysis.

Meta-analysis aggregated results of 40 investigations involving 2,867 children who averaged 29.6 (SD = 8.6) months of age when their attachments to care providers were assessed using either the Strange Situation (SS) or the Attachment Q-Set (AQS). As opposed to parents, secure attachments to nonparental care providers were less likely (using SS) or equally likely (using AQS), respectively. Secure child-care provider attachments were more likely in home- than center-based care, when the children were assessed longer after enrollment, and when they were girls. Whereas care providers' sensitivity to individual children predicted attachment security only in the small groups that characterize home-based settings, group-related sensitivity was a reliable predictor of secure child-care provider attachment, especially in child care centers.

Shared care: establishing a balance between home and child care settings.

The onset of regular nonparental care for infants and toddlers has complex psychobiological and behavioral effects on their functioning both at home and in child care centers. Maladaptive behavior on the part of children who spend many hours in child care may reflect not the direct effects of nonparental care but the inability of parents to buffer the enhanced levels of stress experienced in child care. Successful adaptation demands careful equilibration of the contrasting limitations and benefits of the two environments, with parental care characterized by stress reduction and emotional regulation and providers' care characterized by emphasis on cognitive stimulation and behavioral regulation.

Transition to child care: associations with infant-mother attachment, infant negative emotion, and cortisol elevations.

Seventy 15-month-old infants were studied at home before starting child care, during adaptation (mothers present) and separation (first 9 days without mothers) phases, and 5 months later. Security of infant-mother attachment was assessed before and 3 months after child care began. In the separation phase, salivary cortisol rose over the first 60 min following the mothers' departures to levels that were 75% to 100% higher than at home. Compared with insecure infants, secure infants had markedly lower cortisol levels during the adaptation phase and higher fuss and cry levels during the separation phase, and their fuss and cry levels were significantly correlated with their cortisol levels. Attachments remained secure or became secure if mothers spent more days adapting their children to child care.