Čitalačke navike roditelja predškolske djece u Hrvatskoj: doseg programa „Rođeni za čitanje“

Aim: To examine parental reading habits with preschool children in Croatia and to evaluate the reach and perceived effects of the national early literacy programme “Rođeni za čitanje” (Born to Read), with particular focus on sociodemographic differences.
Methods: A cross-sectional survey was conducted among parents attending paediatric outpatient clinics across Croatia. Data were collected using an anonymous online questionnaire accessed via QR code in waiting rooms. The instrument included questions on sociodemographic characteristics, frequency of shared reading, familiarity with and ownership of programme picture books, and parental attitudes towards reading. Child socio-emotional functioning was assessed using the Strengths and Difficulties Questionnaire (SDQ). A total of 522 parents participated.
Results: Mothers reported significantly more frequent reading to their children than fathers (p = 0.004; large effect size). Parental education was associated with reading frequency; parents with a university degree read more often than those with secondary education, although the relationship was non-linear. Reading frequency decreased as the number of children in the household increased, with parents of one child reading most frequently. Approximately half of the parents were familiar with the programme, and 35.6 % owned at least one programme picture book. Among those who owned them, parental evaluations were highly positive, with most reporting enjoyment, repeated requests from children to read, and perceived benefits for reading skills and habits.
Conclusion: Shared reading in Croatian families is strongly shaped by sociodemographic factors, particularly parental gender, education, and family size. The “Rođeni za čitanje” programme shows high acceptability and positive perceived effects, but its population reach remains moderate. Findings highlight the importance of targeted promotion, especially among fathers and families with lower educational resources.