ABSTRACT
Children’s early print and screen media experiences at home shape language and literacy development, but screen media can displace reading and vary by socioeconomic status (SES). This study examines how family stressors (economic strain, parent psychological distress, inter-relational stress) and protective factors (parent activity involvement, parenting self-efficacy, perceived parental impact, social support and external childcare) influence children’s print and screen media experiences in lower-SES families. This study uses data from 222 mothers to child dyads (46% Black, 38% White) from the longitudinal SMALL Talk project, focusing on families experiencing poverty. Data were collected at children’s age 40–44 months via interviews and online surveys. Findings will inform how family contexts can promote or hinder positive print and screen media engagement to support child development and school readiness.