The relationship between the time spent in family environment and preschool language development

The goal of this study was to identify and to assess the characteristic aspects regarding the preschool language and communication development depending on the quality and quantity of the allocated parental time, as well as on the characteristics of the family environment. The sample included 155 children aged 36 – 71 months old (M = 52.61, SD = 10.40) and their parents. The results of present research suggest that an increased level of parental involvement in structured activities predicts an increased level of language development, an increased level of time spent in familial environment predicts an increased level of language development, at the same time, the relationship between parental involvement in family learning activities is moderated by the chronological age of preschool children in the sense that at an early age, the effect of parental involvement in structured activities and time spent by parents with children on language development and the parents involvement in structured activities and the time spent by parents with children on extraverbal features is stronger compared to that related to older ages. Findings highlight the unique contributions of parental implication and the quality time on preschool language development.