Using the UNICEF Multiple Indicator Cluster Surveys, this study assessed the associations between fathers’ cognitive engagement and preschoolers’ literacy skills in African Caribbean, Indo-Caribbean, and mixed-ethnic Caribbean families in Trinidad and Tobago. The sample consisted of 476 fathers and their preschool-aged children. Multigroup structural equation modeling indicated that paternal cognitive engagement was associated with children’s literacy skills in mixed-ethnic Caribbean and Indo-Caribbean families above and beyond maternal cognitive engagement activities. Across all groups, children’s age, number of hours in preschool, and number of children’s books in the home were associated with children’s literacy skills. Fathers’ residential status was associated with children’s literacy skills differently across ethnic groups. Findings are interpreted in terms of the importance and consistency of paternal engagement in the home environment for the acquisition of early language skills in developing countries.

中文翻译：

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特立尼达和多巴哥三个民族中父亲的认知参与和学龄前儿童的识字能力

本研究使用联合国儿童基金会多指标类集调查，评估了特立尼达和多巴哥的非洲加勒比、印度-加勒比和加勒比混血家庭中父亲的认知参与与学龄前儿童识字技能之间的关联。样本包括 476 位父亲和他们的学龄前儿童。多组结构方程模型表明，在母亲认知参与活动之外，父亲认知参与与加勒比和印度-加勒比混血家庭中儿童的识字技能相关。在所有群体中，儿童的年龄、学前班的小时数和家中儿童书籍的数量都与儿童的识字能力有关。父亲的居住地位与儿童的识字技能在不同种族之间存在不同的关联。