Volume 77, Issue 1
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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Young children can build up a range of knowledge and ideas about literacy because it is used in their environment. This paper examines how literacy is part of natural, everyday interactions in preschool. The focus is on mundane classroom interactions about components of literacy in activities that are not primarily meant to stimulate literacy. A variety of different ideas, knowledge and practices about writing and text can come up in (art) activities in preschool. The type of knowledge in these interactions can range from the use and function of writing to writing as a technical activity. The results show that everyday activities in preschool can be a setting for meaningful interactions about writing, in which children and teachers can share knowledge and ideas and focus on different aspects of writing.


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  • Article Type: Research Article
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