Introduction During early childhood, cognitive and socioemotional skills rapidly develop, with long-term implications for later life outcomes. One of the most critical influences on child development is the home learning environment (HLE). In the context of high stress, parents’ well-being may be particularly important for promoting resilience and supporting their child development. For example, parents’ self-efficacy is associated with a more positive HLE and improved child adjustment. Conversely, depressed parents tend to engage in fewer positive interactions with their children and their children exhibit more emotional problems. There is a need to examine these relations in sub-Saharan Africa, where high rates of poverty and depression may create barriers to supporting child development. Thus, using a large sample of families from Kenya, this study investigated associations between parents’ well-being, HLE, and child cognitive and socioemotional development. Methods This study conducted secondary analysis using data from the Kenya Life Panel Survey (KLPS). The present study included 1,633 school-aged children (49% female; M age = 7.7) and their parents. Parent well-being was measured using self-efficacy and depressive symptoms. HLE was measured using an index including learning activities and the number of children’s books at home. Child cognitive development was assessed with a composite index that includes math, language, and executive function. Child socioemotional difficulties and prosocial behaviors were measured using the Strengths and Difficulties Questionnaires. We estimated a path model using FIML procedures to test the relations among parent well-being, HLE, and children’s development controlling for sociodemographic variables. Results The path model represented an acceptable fit to the data with χ2 = 42.87 (9), p < .001; SRMR = .01; RMSEA = .05; and CFI = .96. Parent depression was associated with cognitive development and socioemotional difficulties, β = -.10, p < .001. and β = .18, p < .001 respectively. Parent self-efficacy was associated with prosocial behaviors, β = .13, p < .001. The indirect path from parent self-efficacy to cognitive development and prosocial behaviors through HLE was significant, β = .01, p = .003 and β = .01, p = .03 respectively. Discussion The results suggest unique relations between different aspects of parents’ well-being and child development and provide implications for informing family-focused interventions in sub-Saharan Africa. This study highlights the importance of supporting parents’ self-efficacy and reducing depression as a means of improving child's learning and development. By addressing parent well-being, we may be able to reduce income-related disparities in child development.