The acquisition of early literacy skills prior to school can positively influence later educational outcomes. However, children from culturally and economically disadvantaged backgrounds often lack stimulating educational activities at home. This analysis provides empirical evidence for 31 education systems on the association between parental education and early learning activities as well as on the positive contribution of early learning activities to later achievement of students. It contributes to the literature by adding a cross-national perspective on trends in these relationships. Using data from TIMSS 2011 and 2015 (Trends in Mathematics and Science Study) the trend analysis considers two different subjects, science and mathematics. Furthermore, the results are compared with analysis of the reading achievement score from PIRLS 2011 (Progress in International Reading Literacy Study). The findings indicate that provisions to enhance engagement of parents in early learning activities can help to prepare the grounds of good schooling results and hold the potential to reduce the inequality gaps of students from disadvantaged backgrounds.