ABSTRACT
This chapter examines in more depth the specific aspects of the peer context which support literate language, and, early literacy. A more thorough explication of the meaning of dimensions of social context for early literacy is clearly a timely task. The chapter explores more exactly the nature of children's social configurations in early literacy learning events. Theory, especially Vygotskian theory, specifies that social interaction should relate to executive cognitive functions, such as the ability to plan, monitor and reflect upon activities. These abilities, especially the abilities to monitor and reflect upon language, are especially important in early literacy development. The chapter also examines the continuity between home and school social networks. Children's perspective taking was significantly correlated with the number of peers with whom children interacted with in their classrooms, not with adults. This relation is very consistent with Piagetian theory which suggests that interaction with peers, compared to adults, facilitates children's cognitive decentering.
