As we mark the Children’s Day this year, it is important to reflect on the Competency-Based Curriculum (CBC) in the light of the role of fathers in childcare. Studies show that high levels of father engagement in child care is associated with better child outcomes across several domains.
Current social changes have led to a surge in working mothers and non-working fathers, as well as single fatherhood either by choice or fate. This has forced fathers to engage in roles that were traditionally reserved for women.
One of the key activities that fathers have found themselves doing is assisting their children in school assignments. In recent times, the demand for parental involvement has greatly increased with the introduction of CBC, which aims at equipping learners with 21st century skills, and placing parents at the centre of the arrangement as co-educators.
To understand the experiences of fathers with their CBC oriented pre-school children, we carried out a study in Bungoma County to document the voices of fathers that are rarely read in caregiving discourses.
Our findings indicated that fathers are finding it difficult to assist their children with homework. A father reported: “A child can come and tell you something that you have never come across in life and they want your help. If you fail to assist, they feel that they are ahead of you. That is really challenging; sometimes you would wish to sneak back home late after the child is asleep to avoid such embarrassment.”
Fathers also remain confused as to whether to give children freedom, or maintain the traditional over-controlling stance.
Whereas some fathers thought there is need to let the children get access to their phones to do assignments, others felt it might spoil them. One respondent wondered whether he was spoiling his children by giving them a lot of attention and giving in to their demands.
From a psychological perspective, the preschool children are seeking autonomy, which is being reinforced by the CBC-oriented 21st century skills.
The experiences of fathers on the other hand could be due to forces of social change associated with traditional African norms regarding fathers’ and mothers’ roles. Kenyan fathers remain in a dilemma regarding what fits where.
Despite these concerns, fathers confirmed that their involvement in childcare and CBC has immense benefits. Firstly, it has enabled children to improve their communication and critical thinking skills. In addition, fathers’ active parental engagement has enabled mothers to work and contribute towards the family’s upkeep.
Yet more importantly, father’s involvement has enabled bonding with their children from an early stage. It has also been possible for them to evaluate their parenting roles.
There is therefore a great need to equip Kenyan fathers with necessary skills on child development and parenting to enable them engage appropriately with their contemporary, inquisitive, rational pre-school children.
By Dr Lilian Ayiro and Dr Dinah Shisia
Dr. Lilian Ayiro is a Lecturer at Moi University and Kaimosi University. Dr. Dinah Shisia Were is a Lecturer at Kaimosi University.
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