The association between parents' work-family conflicts and children's academic outcomes is an understudied topic. The present research investigates the role of quadratic measures--parental working hours' scale, parental age, parental interaction quality, and learning materials at home--in children's cognitive outcomes. It employs a community sample of 91 children aged 4-5 years, their parents and their kindergarten teachers. The results indicate that parents' interaction quality and learning materials at home are the main factors affecting children's academic outcomes. Notably, mothers provide higher interaction quality than fathers. Parental education and age play roles in children's academic outcomes, but probably in a less direct manner and likely indirectly through learning materials. "Working hours" is a factor associated with the interaction quality affecting mothers to a higher degree. The results are discussed in terms of resource allocation modality; they emphasize the importance of parental interaction quality in shaping children's cognitive environment and development.