Since the COVID-19 outbreak, school closures have affected over 1.5 billion children worldwide. Many countries implemented a rapid transition to distance education (DE), but the effects of such transition on family life remain largely underexplored. The current study used a cross-sectional, correlational survey design to explore the role of DE and family resources (parenting self-efficacy and family functioning) in perceived stress among Italian parents of first-grade children ( N = 89). Results of hierarchical multiple regression indicated that, after controlling for stressful events experienced during school closure, parents’ difficulty to manage children’s DE was positively linked to levels of stress. However, this association became nonsignificant after adding family resources to the model, with more parental self-efficacy and good family functioning predicting less perceived stress. The findings underscore the importance of supporting positive resources within the family environment to reduce DE-related parental stress in the context of the ongoing COVID-19 pandemic.

Bilingual exposure (BE) and socioeconomic status (SES) are associated with children’s development, but their specific and unique effects are still unclear. This study analyzed the influence of these environmental factors on a set of cognitive and linguistic abilities in preschoolers to disentangle their effects. One hundred-eleven Italian-speaking preschool children (mean age = 61 months; SD = 6.8) growing in a monolingual or multilingual context completed an assessment of cognitive (theory of mind, inhibition, attention shifting and working memory) and linguistic abilities (vocabulary, grammar, narrative comprehension, lexical access). The results of hierarchical regressions with predictors variation in BE (both Length and Daily exposure) and SES on each ability, shown a specific contribution of variation in SES, after controlling for BE, in vocabulary, grammar, and working memory (WM), and a specific contribution of variation in BE, over and above effect of SES, in vocabulary, narrative comprehension and WM. In addition, we found an interaction between these factors in predicting the performance of the theory of mind task (ToM). To conclude, variations in BE and SES are related independently to individual differences in linguistic and cognitive skills of children in preschool.

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Socioeconomic disparities increase the probability that children will enter school behind their more advantaged peers. Early intervention on language skills may enhance language and literacy outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic Status) children. This study aimed to analyze the feasibility and effectiveness of a brief narrative-based intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers (N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have shown that children in treatment group obtained greater gains than children in control group in almost all intervention-based measures. There is also some evidence for the generalizability of the intervention to other skills not directly trained during the intervention. Moreover, it was found that children’s initial vocabulary mediates the intervention’s responsiveness showing that children with high vocabulary made greater gains in higher-level components of language comprehension, whereas children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest that a relatively brief, but quite intensive narrative-based intervention, may produce improvements on broad oral language skills in preschoolers from low-SES backgrounds.

The most intensive period of language development is during the first years of life, during which the brain is developing rapidly. Research has shown that children from disadvantaged households who received high-quality stimulation at a young age grew into adults who earned an average of 25% more than those who did not receive these interventions. In addition, it has been suggested that children who show a greater interest in literacy-related activities and voluntarily engage in them are likely to become better readers than children with less interest in literacy. These children’s factors, along with their engagement in literacy activities, are important components in children’s early literacy experiences and may affect their early language development. In this study, we examined associations among maternal education, home literacy environment (HLE), children’s interest and engagement in literacy activities, and language development of 44 toddlers aged between 20 and 36 months. Overall, results showed that only children’s engagement in literacy activities was related to vocabulary and morphosyntactic skills, whereas maternal education, HLE, and children’s interests were not. These results suggest that taking advantage of individual children’s interests by planning activities in which children are fully engaged, may be effective strategies for promoting children’s oral language development.