ABSTRACT
This chapter examines social influences on children’s early literacy development. Parents’, teachers’, and peers’ roles are examined from socioecological and sociocultural perspectives for their influence on children’s early literacy practices and beliefs related to gender. Gender issues in children’s book reading, engagement in writing, and their self-perceptions as readers are explored. This review of relevant research demonstrates that social entities can impact children’s literacy practice, their beliefs about literacy, and their gender identity in diverse ways. Implications for educators, parents, and other adults working with children to impact their literacy development and practice are offered.
