All of these experiences provide ample opportunities for literacy development for the young child. Literacy is much more than reading; more and more educators and researchers are beginning to realize that early experiences including playing with other children, shopping and even changing the channel on the television provide contexts for early literacy development and learning. The key here is that parents actively engage their children during activity, asking them questions about their activity and encouraging children to communicate their interpretations, feelings and

Children are engaged throughout the day from exposure to various forms of print, symbols and signs within the environment; the learn to develop literacy expertise from the concepts and processes they engage in daily (Arthur, 2001). Children often draw on their environmental contexts and interactions when exploring to help initiate literacy or practice the literacy skills they are exposed to each and every day (Arthur, 2001). In addition children's familiar contexts and interactions help extend and shape the way they interpret language and engage in social actions, promoting literacy (Arthur, 2001).

From this simple exercise I can see how literacy opportunities exist in every day actions and events. Even while shopping together for example the mother in this situation talked openly with the child about buying certain types of vegetables and products and discussed what types of foods they could cook. The parent encouraged the child to select various products during this exercise. At home during playtime children were also encouraged to communicate openly and freely with one another. I came to understand that communication is as vital a part of literacy development in early childhood as the very act of reading. Even by watching television the children were afforded many opportunities to comment about the shows they were watching and prov

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