Fathers’ Perceptions of and their Role in the School Readiness of their Preschool Child

Abstract

The study explored fathers’ perceptions of and their role in preparing their preschool child for mainstream education. The role of fathers in providing conditions for optimal development of children is often overlooked. This exploratory study incorporated semi-structured interviews with nine fathers residing in Cape Town, South Africa. Audio recordings were transcribed and analysed using thematic analysis. Three thematic categories were identified: perceptions of school readiness, external feedback that guides fathers’ perspectives of school readiness; and roles and responsibilities regarding school readiness. The findings suggested that, in general, fathers lacked knowledge about school readiness and child development. Fathers’ beliefs about school readiness were often informed by their subjective experiences. The feedback from professionals was acknowledged as a primary source of information about school readiness. External facilitation of school readiness happens across numerous contexts pertaining to the individual, family, and school. Fathers were regarded as important role players across these contexts. It emerged that fathers’ roles remain undervalued and their ability to participate is diminished owing to their limited knowledge, gendered patterns to child rearing, and the lack of engagement with school systems.