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The aim of this study was to investigate the association between mixed-SES kindergartens and emergent literacy in Italian children. The independent contributions of parents’ occupational (SES-PO) and educational level (SES-PE) on emergent literacy were separately analysed. Three emergent literacy skills were assessed in 189 children twice, at the beginning and the end of the last year of kindergarten. Firstly, repeated-measures MANCOVA has shown that only SES-PE was significantly associated with the increase of all emergent literacy skills over the school year. Secondly, robust-methods ANOVA has shown what type of mix of family-PE is optimal at a school level for children to achieve significant improvements after one year of kindergarten. Creating mixed-SES learning environments may improve children’s emergent literacy skills. Policymakers should specifically target parental educational levels, rather than occupational levels, when addressing the issue of SES in schools.

culture and education

The association between school-level SES and emergent literacy in Italy ( La relación entre el nivel socioeconómico a nivel de centro escolar y la alfabetización emergente en Italia )