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 ( = 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.

中文翻译：

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家庭参与哥伦比亚家庭和幼儿教育中心的早期学习机会


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，人们对不同社会文化背景下家庭参与早期学习机会之间的联系知之甚少，特别是在低收入和中等收入国家。这项研究考察了家庭参与家庭学习活动（例如读书、命名事物）以及幼儿保育和教育中心（ECCE；例如参加会议或研讨会、在课堂上提供帮助）与幼儿的新兴读写能力和能力之间的关系。通过直接评估来衡量计算能力、社会情感功能、运动发育和执行功能。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和教育中心的全国代表性样本 (= 3069)。多层次模型分析表明，以家庭为基础的家庭参与度与较高的新生算术能力、新生识字能力、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度仅与较高的新生算术能力和识字能力发展相关。这些结果表明，旨在提高家庭参与幼儿保育和教育中心和家庭早期学习机会的干预措施和政策可能会对儿童早期发展产生积极和独立的影响。