This paper is based on the findings of two research teams, working collaboratively, between 1998 and 2000 in four countries: Australia, Singapore, France and England (see David et al 2000). Taking an ecological stance (Bronfenbrenner 1979), both teams adopted a cross-cultural approach in order to gain a better understanding of the contexts in which young children become familiar with literacy. The team led by Bridie Raban worked in Singapore and Australia, that led by Tricia David in France and England. Early years practitioners in all four countries responded to questionnaires, were observed in action and interviewed. (Information about their training and about entry to primary school in each of the countries is given in the endnote. 1 ) In addition, the research teams carried out document analyses on Governmental, research and training literature and teachers' plans, and discussed their findings with others in positions to be able to`authenticate' ± or refute ± findings. Further data were obtained through group interviews with parents of children attending selected settings involved in the research.Here we provide some of the evidence about the different views expressed by practitioners, our observational findings and analysis of the different pressures relating to literacy experienced in early childhood education and care settings. In each case the learning experiences practitioners provided for children were influenced by a range of factors, such as the contested role of preschools as preparation for schooling. In some settings this preparation was not explicit and practitioners often emphasised the importance of the`here and now' nature of young children's experiences. Rosenthal's (2000) framework for exploring`collectivist' and`individualist' cultures in relation to their valued educational practices was applied to our findings, in order to identify how the cultural assumptions about literacy, learning and young children influenced the teaching approaches selected. Influences on provision for early literacyPreschool teachers' views on literacy, derived within their own cultural and ecological contexts (Barton 1994; Brofenbrenner 1979;Bronfenbrenner & Morris 1998), impact upon the type of learning experiences they include in their preschool curricula. Even within the four countries studied, Australia, Singapore, France and England, early childhood educators work in many different contexts and this in turn further influences how, or if, they plan for literacy.Assumptions about children's cognitive development, theories of how reading and writing should be taught and issues concerning maturation and readiness for schooling all influence educators' thinking about literacy education for young children. External pressures such as parental expectations and the policies and curriculum guidelines devised by government agencies all add to the range of issues educators will take into account in making decisions about early literacy. These factors are also influenced by the cultural constructions of early childhood (eg...

No abstract

Este artŸ se basa en la evidencia obtenida del trabajo realizado dentro del proyecto 'Early Literacy Links' que explora la alfabetizaci£ temprana en Francia e Inglaterra. La informaci£ se obtuvo a trav› de cuestionarios, observaciones realizadas en guarderŸ y colegios primarios y entrevistas con los profesionales. El artŸ lleva la atenci£ a la idea de 'entrar en el mundo de la escritura' con la noci£ anglo-sajona de alfabetismo incipiente. ABSTRACT This article is based on evidence gathered during work on the Early Literacy Links project which is exploring early literacy in France andEngland. Data was collected through questionnaires, observations in nursery and primary schools and interviews with practitioners. The article draws attention to the idea of ' entering the worId of writing' with the Anglo-Saxon notion of emergent literacy.