Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Programs

This article reports findings from two qualitatively based studies, one conducted at an urban preschool in Northern California and the other at a rural Head Start Center in the Midwest. By presenting detailed data from the two preschool sites, the article describes several ways to strengthen existing literacy practices for children, families, and teachers in both urban and rural early childhood settings. The studies focus on such critical aspects of child and family literacy development as ownership and inclusion, raising important issues for practice and policy in early childhood literacy and language education.