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Post-1994, the democratic South African Government was not only concerned with the desegregation of the education system, but also with addressing poor literacy levels, specifically in primary schools (Bloch 2009). Of concern, South Africa still produces learners with very low literacy and numeracy levels (Fleisch 2008;Howie et al. 2012;Spaull 2013). Reports on educational achievement in South Africa demonstrate that far too many children in primary schools are performing poorly, often failing to acquire functional numeracy and literacy skills. They are classified as not only Background: Early childhood education is essential in bridging home and school literacy practices; however, recognising the home as a literacy space remains a challenge to educators in South African schools. Aim:The aim of this article was to explore children's literacy practices, often through play, and the potential implications this might hold for their future careers as readers and writers. The article conceptualises home as the primary domain where literacy develops. Setting:The study was conducted in a multilingual township in South Africa. Methods:We engage with key theories in sociocultural studies and new literacy studies, as well as key ideas from young children's learning experiences with family members and peers during play. Methodologically, we undertook a case study in which we conducted interviews with parents, guardians and educators, as well as conducting home observations of the children's literacy practices. Results:We confirmed that children's out-of-school practices have the potential to support literacy development in school, and we concluded that children interact with multiple discourses during their everyday practices and play. Conclusion:Although there is a general lack of knowledge and understanding of these discourses by educators, these interactions have the potential to enhance schooled literacies.

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