Literacies in Early Childhood: The Interface of Policy, Research, and Practice

Abstract

Interest in early education as a key determinant to school readiness has steadily increased in recent years. There is good reason for this. Research demonstrates that early learning experiences are linked with later school achievement, emotional and social well-being, fewer grade retentions, and reduced incidences of juvenile delinquency and that these outcomes are all factors associated with later adult productivity (Barnett, 1995; Yoshikawa, 1995).