Although attachments in parent-child relationships have been shown to differ between mother and father interactions, each gender contributes valuable skills and behaviors to child-rearing. For example, mothers may provide more of a gentle, soothing environment with a focus on nurture during early childhood, whereas the father will usually engage in play that can be more active and focus on independence and problem solving (Feldman, 2010).
Environmental influences, such as the quality of parental involvement, are known to play a fundamental role in the development of a child through adulthood. Furthermore, positive interaction and relationships between father and child may affect cognitive, emotional, and motor development, as well as academic achievement and social behavior of children. Early involvement from a nurturing father who actively engages his infant with intellectually stimulating activities has been shown to not only reduce the possibility of cognitive delay, but also is associated with higher IQs, increased linguistic skills, and greater academic achievement than shown in children with a less involved father (Goldstine, H. S., 1982). In addition to educational outcomes, having a positive father figure in a child's life could also help to protect against certain harmful risk factors and maladaptive behaviors. In Mosley & Thompson's study (as cited by Rosenburg & Wilcox, 2006) indicated that a secure, nurturing father figure helps to facilitate appropriate emotion and aggression regulation, aids in learning self control, and promotes pro-social behavior in children; in particular, girls are reported to have greater self-esteem and boys have been found to have fewer disruptive behavioral problems. Overall, the emotional security children can learn from having a positive relationship with their father appears to follow them throughout their lifetime, seeing as they report having greater life satisfaction as well as being more likely to be engaged in a positive and supportive role within their own families as adults (Fogarty & Evans, 2009).
