The purpose of this paper is to identify what we currently do and do not know about the contributions of fathers' involvement in very young children's lives. Specifically, we provide an overview of the relationship between father involvement and behavioral and cognitive outcomes among young children. Second, we identify aspects of father involvement that should be measured in the early years of a child's life that would help us understand and facilitate the beneficial effects of father involvement on school outcomes. Third, we describe variations in father involvement along the continuum of resident and non-resident fathers with attention to socioeconomic, ethnic, and cultural variations, as well as incentives and barriers to father involvement. Finally, we discuss methodological and conceptual challenges to measuring father involvement in the ECLS-B. (Author abstract).
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