The relationship between family literacy and the development of children aged 3 to 5: an analysis of the contextual variables of families and children
DOI:
https://doi.org/10.18675/1981-8106.v.36.n.71.s18880Keywords:
Home literacy. Child development. Reading.Abstract
Home literacy refers to linguistic experiences and aspects of the home environment that influence children’s development and academic performance. Although the relationship between home literacy, language, and literacy development is well documented, its associations with other domains of child development remain underexplored. We examined links between home literacy, child development domains, family environment, and child variables. The study involved parents of 102 children (ages 3–5), conducted in Minas Gerais (2023–2024). The instruments included a sociodemographic questionnaire, a Home Literacy Questionnaire, and the Inventário Dimensional de Avaliação do Desenvolvimento Infantil. The results indicated significant associations between at least one dimension of home literacy and variables such as the child's sex and age, as well as the caregiver's educational level. No associations were found between home literacy and household income, type of educational institution, or the child's interaction with other children at home. As expected, higher home literacy scores were associated with language development, and also showed relationships with socioemotional, cognitive, fine motor, and adaptive behavior domains. These associations stayed significant after controlling for maternal education. The findings underscore the importance of public policies that promote family literacy to foster more equitable and comprehensive child development.
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