Abstract
Literacy within the family day care home is a topic seldom addressed. Care providers are daily involving themselves and the children in literate events, yet are they aware of the vital contribution to be made in these early childhood years? This study is based on the notion that literacy is conceptualised as a socially constructed phenomenon. Therefore the contextual conditions that are provided are paramount in the formation of literate individuals. A curriculum, or set course of study for literacy and literacy learning, has been instigated within a family day home, involving seven children, their parents, and a care provider. The program has been designed by the care provider with encouragement and resource assistance from myself as coordinator. These differing roles have raised a new dimension in the planning of the curriculum in that ultimately the ownership and expertise needs to come directly from the participants.
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