This paper presents parent perceptions of ways in which they are interacting differently with their young children (birth to three years) because of participation in an early literacy support program, SHELLS (Support at Home for Early Language and Literacies). Participants were asked to describe a particular literacy-related incident (self-selected) in which they felt they behaved differently because they had attended SHELLS. We relate these incidents to the key messages of SHELLS, to current views of literacy, and to predictors of success or failure in school literacy.
Journal of Australian Research in Early Childhood Education Vol. 10, Issue 2, p. 39-49