THIS STUDY FOCUSES ON THE role of interpersonal interaction in early literacy development in one public preschool school in Bangkok, Thailand. Specifically, it explores and analyses the nature of interpersonal interaction and collaborative activities the teachers employ in teaching literacy to children. The study involves observation of 82 children in literacy activities and interviews with three teachers. Framed and analysed in Vygotsky's cultural-historical theory, the results show interpersonal activities to be related to collaborative writing, collaborative story-reading, collaborative dialogic inquiry, collaborative meaning-making and child–child partnerships. The paper concludes that raising professional knowledge of the significance of interpersonal interaction, and focused professional development which builds and maintains teacher awareness of their teaching of literacy, would enhance children's literacy development in Thailand.
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