This article examines fatherhood role perceptions and paternal involvement among parents of children aged 3 to 6. The original manuscript contained a title that did not match its main content; therefore, the study was reorganized around the consistent theme of fatherhood, early childhood, and family dynamics. The aim is to clarify how fathers perceive their roles and how these perceptions are reflected in their involvement in childcare, emotional communication, play, education, discipline, and daily routines. The article is designed as a literature-based conceptual and descriptive review rather than as a statistical empirical study, because the source manuscript did not provide numerical sample size, scale scores, correlation values, or regression findings. The discussion highlights that paternal involvement is shaped by education, socioeconomic conditions, working arrangements, cultural expectations, family communication, and fathers’ perceived competence. The revised article emphasizes the developmental importance of warm, consistent, and active father-child interaction in early childhood. It also argues that policies and parent education programs should support fathers not only as economic providers but also as emotionally available caregivers, educators, and role models. The article contributes to the field by presenting a coherent academic framework for understanding fatherhood in early childhood and by identifying practical implications for family education, social services, and child development policy.
Zeynep Pınar Koker (Thu,) studied this question.