Family socioeconomic status (SES) can indirectly influence child language development, as it is linked to the quantity and quality of speech heard by children (Hoff, 2003; Rowe, 2012). Discrepancies between low- and high-SES families in the quantity of language input may be as high as 30 million word tokens heard by a child over the first three years of life (Hart & Risley, 1995). Such diminished quantity of speech heard by children directly impedes their early language development (Hart & Risley, 1995) and has lasting consequences for their subsequent school outcomes (Hart & Risley, 2003). However, since many Polish toddlers spend most of their waking time outside of home, in kindergartens or day cares, it is difficult to extract the influence of family SES on their development. Such opportunity came with the spread of coronavirus SARS-CoV-2 and the general lockdown in Poland, which forced all the children to stay at home with the parents. In the present study we investigate home activities and parental interactions with 8-36 month-old infants and toddlers in families with various SES background. We compare children’s early vocabulary knowledge at the beginning of lockdown and after the kindergartens are re-opened. The present study is part of a larger international project “Social isolation and vocabulary development: insights from families with varying SES” (https://osf.io/3ayc6/).