Father Share Parent-child Reading Research

Parent-child book reading refers to the reading under a relatively relaxing andpleasant atmosphere that children, together with their parents, read story books andpicture books in the family environment，whose objectivity is not learning. As one ofthe important manifestations of children’s early reading, its positive influence onchildren’s growth has been verified by varied researches. Fathers, as one of the mostimportant family members, play a no slight role in children’s growth, so as in theparent-child book reading. However, during these researches, researchers find that theparent-child book reading, in most cases, are carried out by mothers and their children.Meanwhile, most of the researches have been done at home or abroad take mothers, ormothers and fathers as a whole, as the object of their researches, the father-child bookreading has not been fully studied. This research, taking parent-child book reading asits research situation, investigates453fathers in Luoyang City by using theself-designed questionnaire, and it focuses on the current situation of fathers’participation in parent-child book reading.First of all, this research, from the perceptions of involvement, participation,shared reading views, interactive tactics and extending education, deeply investigatesthe current situation of fathers’ participation in parent-child book reading in LuoyangCity, and analyzes if there is a significant difference in variables such as features ofchildren and their parents.Then, on the basis of previous investigations and analysis, it further explores thespecific impacts of fathers’ own features, children’s features, types of kindergartenand social culture on fathers’ participation situation. The results show that fathers withstable jobs have advantages over fathers with unsteady jobs in level of participation,shared reading views, interactive tactics and extending education. In the meantime,fathers with stable jobs buy more books for their children. And fathers with highereducation, on the whole, are superior to those without in their participation inparent-child book reading.Meanwhile, the gender of their children will be taken into consideration whenselecting books for them. Fathers are more willing to conduct parent-child book reading in a positive and peasant way with children who are concentrated in reading,and they are approximate to the good condition in participating frequency andduration. Otherwise, the object of their participation is highly relative to the types ofkindergarten. Fathers have diversified objects of reading when their children are inkindergartens carrying out reading, and they pay more attention to develop children’sability in many aspects. To some degree, fathers’ participation is also influenced bysocial culture.This research finds that parent-child book reading can not only create a closerfather-child relationship, but also make fathers happy by noticing their children’simprovement, and some fathers also believe they are growing up with their children.Thus, parent-child book reading will be beneficial for children as well as their fathers.Hence, at the end of this research, I, taking the current situations and influencingfactors of father’s participation in parent-child book reading into consideration,provide some suggestions: having a correct understanding of parent-child bookreading and participating more; learning and grasping more reading guidance so as toimprove the effectiveness of participation; creating a more favorable readingenvironment to inspire children’s potential; conducting extending education to extendthe happiness of reading. The aims of these suggestions are to make parents as well askindergartens pay more attention to fathers’ participation in parent-child book reading,to guide fathers to take part in it in a proper way, and to maximize the value ofparent-child book reading.