Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.

家庭参与早期学习和教育被认为是儿童发展的关键预测因素。然而，在社会文化多样化的背景下，尤其是在低收入和中等收入国家，家庭参与早期学习机会之间的联系知之甚少。本研究调查了家庭学习活动（例如阅读书籍、命名事物）以及幼儿保育和教育中心（ECCE；例如参加会议或讲习班、在课堂上提供帮助）与幼儿的新兴识字和学习能力之间的关联。通过直接评估测量的算术、社会情感功能、运动发展和执行功能。数据来自哥伦比亚为 3-5 岁儿童提供服务的公共幼儿保育中心的全国代表性样本（N = 3069）。多层次模型分析表明，以家庭为基础的家庭参与与较高的计算能力、快速识字能力、社会情感功能和运动发展相关，而以中心为基础的家庭参与仅与较高的计算能力和识字能力发展相关。这些结果表明，旨在改善家庭在幼儿保育中心和家中参与早期学习机会的干预措施和政策可能对幼儿发展产生积极和独立的影响。