Abstract

This paper used the ECLS-B (N=1,258) to examine the influence of levels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children’s pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed positive effects of fathers’ early academic stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal cognitive stimulation on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed.