The ‘schoolification’ of early childhood education and care programs, seen as readying children for formalised schooling, has had an impact on the education of younger and younger age groups. While the focus of past research has mainly focused on 4-5-year-old children, this study shifts the focus to two-three-year-old children and the literacy focus of educators working with these very young children. Nine educators from Victoria, Australia were interviewed, asked to share their views on literacy learning and development for two-three-year-old children and the planning, assessment and practices they engage in to support children’s literacy development. Responses were analysed using a practice architectures lens. Findings showed that play-based pedagogies were often overlooked when seeking to support children’s literacy development, with a preference for more formalised foci on print-based learning activities, including a focus on alphabetic letter recognition. Implications for children’s literacy learning and practice are also discussed.

早期儿童教育和保育计划的“学校化”，被视为为儿童接受正规教育做好准备，对越来越年轻的年龄组的教育产生了影响。虽然过去研究的重点主要集中在 4-5 岁儿童，但本研究将重点转移到 2-3 岁儿童以及与这些非常年幼的儿童一起工作的教育工作者的识字重点。来自澳大利亚维多利亚州的九位教育工作者接受了采访，要求他们分享他们对两到三岁儿童识字学习和发展的看法，以及他们为支持儿童识字发展而参与的规划、评估和实践。使用实践架构镜头分析响应。调查结果表明，在寻求支持儿童识字发展时，以游戏为基础的教学法经常被忽视，偏爱更正式的基于印刷的学习活动，包括专注于字母识别。还讨论了对儿童识字学习和实践的影响。