Changes in preschool children’s home learning activities before and during the COVID-19 lockdown in the context of family socioeconomic status and parental education

This study examines how families in the Czech Republic supported preschool-aged children (aged 5–6, the final compulsory year of preschool) through home learning activities (HLAs) during the COVID-19 lockdown. Preschool attendance is compulsory in the Czech Republic in the year prior to primary school entry. The study analyzes changes in HLAs frequency before and during the pandemic and the impact of parental education and socioeconomic status (SES) among 667 families. Data were gathered through psychological assessments, including the HLAs questionnaire and the Parental Sociodemographic Questionnaire, and analyzed using mixed ANOVA. Findings revealed a moderate to large increase in HLA during school closures, particularly in leisure activities like outdoor play, household tasks and board games, while extra-cost activities decreased. Parents with higher education levels were more engaged in literacy and numeracy HLAs and showed greater increases in involvement during the lockdown. Parents with lower education levels had lower overall involvement, except for increased use of computers for both educational and entertainment purposes. Family SES also influenced HLA participation, with the lowest SES group showing the least engagement before and during the pandemic. These results underscore long-standing disparities in educational support linked to family background and highlight the enduring role of parental education and SES in shaping home learning experiences. While the pandemic context provided a unique lens, the findings offer broader insights into how families engage in educational activities under stress, which remain relevant for informing educational equity strategies beyond crisis situations.