This qualitative case study explores the affordances of home-based multimodal literacy activities through the case of Mason's (pseudonym) home writing experiences, a six-year-old bilingual kindergartener. Utilizing a play-based family literacy framework, the study examines 15 handmade mini-books created by Mason, revealing three key themes: (1) agency, creativity, and joy in Mason's writing, (2) the cultivation of his bilingual and bicultural identities, and (3) the development of multimodal literacy through artistic representation. The study emphasizes the importance of recognizing writing as a playful and meaningful activity, advocating for an inclusive early childhood writing pedagogy that connects home and school literacy practices. By highlighting the interplay of children's diverse interests, linguistic and cultural backgrounds, and personal experiences, the research underscores the transformative potential of literacy education to empower young learners from diverse backgrounds. This study provides insights into the role of home-based literacy activities in nurturing children's literacy development, positioning writing as an engaging and joyful practice.