ABSTRACT
Literacy classrooms for young children should be adventurous spaces where literacy skills are taught in the context of meaningful activities that are relevant to children’s lives. There are examples of research and pedagogical initiatives in the educational world which have the potential to support young children’s interpretive reproduction of literacy practices when deployed by carefully trained, reflective teachers. There are also pedagogical projects that capitalise on young children’s current literacy needs and interests and their active engagement with developing literacy practices. An exciting approach to supporting the interpretive reproduction of literacy practices is to consider pedagogical techniques that have the potential to disrupt the values, attitudes and beliefs of schooled literacy in pedagogical spaces. Policy makers, researchers and educators might develop more imaginative and aspirational approaches to supporting young children’s in-school literacy development.
