Association between Family Involvement, Play, and Literacy Skills among Preschoolers from Low-income Families in Nigeria: The Mediating Role of Literacy Interest

Abstract

During the early years, some children experience rapid growth in learning which provides a vital framework for their future success. However, other children especially those with poor literacy skills have to struggle very hard with reading and writing. Hence, understanding potential factors that improve literacy skills especially at an early age is highly desirable. Therefore, this study was designed to determine the direct and indirect relationship between family involvement and play with literacy skills through literacy interest.  This study employed a total of 394 preschoolers from low-income families aged between three and five years old with their parents in Nigeria.  The sample of this study was recruited using the proportionate stratified sampling technique. Path analysis revealed that family environment and play were associated with literacy skills both directly and indirectly via literacy interest. The findings have implications for parents and policymakers in educational sectors especially on how to make effective use of play and family involvement in improving literacy skills especially among preschoolers from a low-income family.