Literacies prior to compulsory schooling

A specific interest exists in families and in the broader community in increasing the early language and literacy capabilities of children. Literacy growth is seen as creating secure foundations for later learning and both scholastic and societal success. This has meant that the domain called ‘early literacy’ has received enormous research, governmental and practical attention over the past two decades. Many countries, including Australia, have devoted considerable resources to this field and to ‘the search for early predictors of later literacy development’ (Hill 2011, p. 165). Early childhood literacy has long been identified as a focus. In 1998 the Australian literacy plan Literacy for All: The Challenge for Australian Schools (DEETYA 1998) recognised the significance of developing strong foundational literacy skills in the early years through appropriate educational experiences. A number of projects were funded through the Stronger Families and Communities Strategy, including the Early Language and Literacy Initiative of KU Children’s Services New South Wales (KU ELLI), which is discussed later in this chapter.