Report
Parents' Support for Young Children's Literacy at Home in 2025
| Τίτλος: | Parents' Support for Young Children's Literacy at Home in 2025 |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Iulia Moisi, Christina Clark, Katerina Stoumpou, Irene Picton, National Literacy Trust (United Kingdom) |
| Πηγή: | National Literacy Trust. 2026. |
| Διαθεσιμότητα: | National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk |
| Peer Reviewed: | N |
| Page Count: | 23 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Reports - Research Numerical/Quantitative Data |
| Descriptors: | Foreign Countries, Preschool Children, Toddlers, Parents, Parent Child Relationship, Parent Influence, Interaction, Time Factors (Learning), Emergent Literacy, Educational Trends, Parenting Styles, Family Environment |
| Γεωγραφικοί όροι: | United Kingdom |
| Περίληψη: | The home learning environment plays a vital role in supporting children's early learning and later life outcomes. This research report looks at how parents support early learning and literacy at home in 2025 and how this has changed since 2019. In 2025, the National Literacy Trust commissioned a survey in partnership with KPMG UK asking 3,002 parents and carers of children aged 5 and under from across the UK about everyday activities that support early learning and the barriers to more frequent shared engagement in these activities. The survey found that: (1) 7 in 10 parents (70.2%) chatted with their young child at least daily in the previous week (i.e. responding to the child's words or gestures), down from 90.3% in 2019; (2) Half of parents (51.2%) played with their child daily, a drop of 25 percentage points since 2019 (76.2%); (3) Fewer than 1 in 2 parents (45.9%) read with their child daily, a drop of 20.2 percentage points since 2019 (66.1%); and (4) Almost 3 in 10 parents (27.9%) painted, drew or made marks daily with their child, 11.2 percentage points lower than in 2019 (39.1%), but a 4.6 percentage point increase since 2024 (23.3%). The findings also suggest that shared engagement in home learning activities is associated with parents' confidence and understanding of how children's language develops, as well as broader social and economic circumstances and access to local support. The most commonly reported barrier was a lack of time due to work (44.8%), followed by the cost of activities (30.5%), limited availability of local activities (21.7%), cost of resources (17.6%) and a lack of additional support from family, friends and local services (17.5%). Given the well-established importance of the home learning environment, these findings highlight the need for sustained support to help families integrate early learning into everyday life. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | ED682711 |
| Βάση Δεδομένων: | ERIC |
| Η περιγραφή δεν είναι διαθέσιμη |