Using propositions in cultural-ecological and maternal and paternal engagement models, this study utilized the 2018 UNICEF Multiple Indicator Cluster Surveys to examine which sociodemographic factors were associated with fathers’ and mothers’ cognitive engagement and the associations between parental and maternal cognitive engagement and preschoolers’ literacy skills in Amerindian, Maroon, Creole, Javanese, Hindustani, and Mixed-ethnic families in Suriname (N = 1,008). After establishing measurement invariance in constructs across ethnic groups, analyses revealed few consistent sociodemographic predictors of paternal and maternal cognitive engagement. Patterns of associations between paternal and maternal cognitive engagement and children’s literacy skills were not uniform across ethnic groups. Data have implications for understanding mothers’ and fathers’ contributions to children’s early literacy skills development and for developing parenting intervention programs in Suriname.

这项研究利用文化生态学和母婴参与模式中的命题，利用2018年联合国儿童基金会多指标类集调查来调查哪些社会人口统计学因素与父母的认知参与以及父母与母亲的认知参与与学龄前儿童之间的关联有关识字能力的美洲印第安人，栗色，克里奥尔语，爪哇，印度斯坦和混合族裔家庭苏里南（ñ= 1,008）。在跨种族的构造中建立测量不变性后，分析表明，很少有一致的社会人口学预测因子预测父亲和母亲的认知参与度。父亲和母亲的认知参与和儿童的识字能力之间的联系方式在各个族裔之间并不统一。数据对于理解母亲和父亲对儿童早期识字技能发展的贡献以及在苏里南制定父母养育干预计划具有重要意义。