Abstract
This paper presents a contemporary understanding regarding relations between literacy development experiences of children across home and school in India. The paper focuses on literacy learning during early childhood years (birth to eight years) which marks the beginning of literacy education for the child. The paper highlights the need for holistic understanding of literacy in early years, which is informed by children’s authentic learning experiences in different contexts like school and home. Learnings from this paper can benefit educators and parents interested in organizing meaningful literacy development experiences for their children.
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