Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic


 To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating
 environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and
 individual barriers to promote family literacy and emergent literacy. In the present study, we aimed to provide insight on the
 relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement
 due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mothers) and one preschool child
 per parent. Results showed evidence of a higher frequency of training and teaching activities than family literacy playful
 activities. There were statistically significant differences in emergent skills, according to the frequency of family playful
 activities and family training and teaching activities. Results suggest that different family literacy practices are significantly
 correlated to all the emergent literacy skills evaluated.