Martine van der Pluijm

14 Chapter 1 enhancing children´s oral language development is an important issue (Bridging the Word Gap National Research Network, 2015; Carpentieri, Fairfax-Cholmeley, Litster, & Vorhaus, 2011; OECD, 2017; Van Gelderen, 2011). There is strong evidence that in the early years, parents’ behavior predicts children’s language and literacy competencies (Gilkerson et al., 2018; Hart & Risley, 1995). Particularly children growing up in lower-educated families are at risk of language delays (Bernstein, 1971; Suizzo & Stapleton, 2007; Rowe, Denmark, & Stapleton, 2016). These language delays affect children’s school performance and may cause literacy gaps during elementary school (Gilkerson et al., 2018; Law, Charlton, & Asmussen, 2017; Walker, Greenwood, Hart, & Carta, 1994). Therefore, early intervention aiming at preventing language and literacy delays for children at risk is an international priority (OECD, 2017; UNESCO, 2008). In the Netherlands, children of lower-educated parents lag behind their peers with higher- educated parents (cf., Denessen, 2017). Many young children of lower-educated parents enter school with low levels of oral language proficiency and leave primary education as ‘low- literates’ (Inspectie van het Onderwijs, 2018). The Netherlands has introduced several programs for Early Childhood Education and Care (ECEC), targeting preschool and kindergarten (Voor en Vroegschoolse Educatie, 2000). Several policy initiatives have addressed equal opportunities and are directed at child and adult language delays (e.g., Gelijke Kansen Alliantie, 2016; Tel mee met Taal, 2017). There has recently been a growing interest in attempts to prevent the intergenerational transfer of language and literacy delays. The role of parents in young children’s language development Parents play an important role in young children’s language development (Carter, Chard, & Pool, 2009; Hart & Risley, 1995). At home, parents familiarize children with words to share experiences and emotions, to coordinate actions, and to construe shared knowledge about the world. Children learn how to communicate the meaning of concepts through this social interaction (Vygotsky, 1978). A secure attachment of the child to the caregiver is a prerequisite for learning at home (Bus, Van IJzendoorn, & Pellegrini, 1995). Positive and warm relationships in which parents encourage the child are related to children’s language and emergent literacy skills (Berlin, Brooks-Gun, Spiker, & Zaslow, 1995; Tamis-LeMonda, Bornstein, & Baumwell, 2001). The richness and diversity of verbal interactions and activities that parents provide at home, often defined as the Home Language Environment (HLE), significantly affects the language and literacy development of young children (Niklas & Schneider, 2013; Sénéchal & LeFevre, 2014; Van Steensel, 2006). Parents’ (low) educational attainments can explain many differences between children’s language skills (e.g., Golinkoff et al., 2019; Hoff, 2013; Leseman & Van den Boom, 1999; Mesman,