Describes a preschool in which children's fascination with print is fostered by providing time to develop interests in sociodramatic play using writers' tools and by encouraging parents to help children write at home. (CRH)

An account of how the author's son began writing as a play activity, issuing tickets to neighbors, attempting to read and interpret signs, and participating in making shopping and duty lists in the household. Includes observational recommendations. (CRH)

Recounts how observation of children who were just beginning to write convinced a teacher that very young children can write, and thus changed the way she taught. (JL)

Explores the consequences of not developing competence in oral forms of the second language, which is the intermediate step in the recommended sequence of bilingual literacy development. (JK)