Blanca Silvia Fraijo-Sing

Background. Developmental studies have shown that the home environment has a significantly influences subsequent academic performance by supporting the development of skills essential for the acquisition of competencies necessary for school life, including literacy skills. Children with limited early literacy proficiency often experience challenges in acquiring literacy skills. Family literacy promotes the development of skills necessary for their acquisition.

Objective. The aim of this study is to identify and categorize literacy practices conducted at home, examine the participation of parents and children in reading and writing activities, and explore mothers' beliefs on this subject.

Design. For the present study, interviews were conducted with 102 mothers of preschool children in a city in northwestern Mexico.  The approach for this study is qualitative and constructivist.

Results. The study identified key dimensions: limiting environment, literacy interface, physical environment, interaction frequencies, and beliefs. These dimensions consistently highlight shared time as the main activity to promote reading and writing. However, the strategies deemed most relevant to language stimulation are primarily academic and place special emphasis on remediation and explicit teaching.

Conclusion. Despite expressing interest in developing activities to encourage reading and writing at an early age, these activities often fail to align with skills and developmental period of preschool children. The adult-centered and formal view of literacy practices in the home may be enhanced by educating the parents about their children’s developmental stages and literacy needs.