Young Learners: Educators' conceptualisation and practice of literacy in preschool contexts

Abstract

It is a widely held view that learning to read and write in the school setting will be easier for children who have experienced rich home and preschool literacy practices, which introduce them to the world of print and messages in texts (Clay, 1991; Purcell-Gates, 1996). More recently, the significance of the early years and preschool contexts as sites for learning, where children can develop understandings of the purposes and functions of literacy, has been reinforced by national and state government initiatives (DEEWR, 2009; State of Victoria, 2008).