This collection, with contributors from Australia, the United Kingdom, and the United States, addresses three important themes in the literacy learning of preschool children: children are active constructors of their own learning; families provide invaluable support in the early literacy learning of children; and preschool settings should reflect the literacy learning that occurs in many homes to provide opportunities for children to further develop their literacy. Following an introduction by the editor, chapters and their authors are, as follows: (1) "Coming to Know One's World: Development as Social Construction of Meaning" (Patricia G. Smith); (2) "Reading--It's a Natural: Reading Aloud to Children in the Home" (Julie Spreadbury); (3) "Young Children's Literacy Experiences within the Fabric of Daily Life" (Jo Weinberger); (4) "Growing as a Reader and Writer: Sarah's Inquiry into Literacy" (Prisca Martens); (5) "Looking at Literacy Learning in Preschool Settings" (Robin Campbell); (6) "Young Children as Storytellers" (Nigel Hall); (7) "Literacy Interactions through Environmental Print" (Linda Miller); (8) "Literacy Development of Young Children in a Multilingual Setting" (Jo Ann Brewer); (9) "A Day of Literacy Learning in a Nursery Classroom" (Ruby E. Campbell); (10) "Establishing an Alternative Kindergarten for At-Risk 5-Year-Olds" (Diane A. Walworth); (11) "To Teach or Not to Teach Reading in the Preschool...That Is the Question" (Bronwyn Reynolds); (12) "Nursery Children as Emerging Readers and Writers" (Gill Scrivens); and (13) "Facilitating Literacy through Play and Other Child-Centered Experiences" (Gretchen Owocki). Concluding the collection are an author index, a subject index, and a children's literature author index. (NKA)