Abstract
Argues that literacy development is a social and ecological process rather than a matter purely of cognition. Significance of socio-geography to the literacy development of children; Description of the transition between home/preschool and primary school at Baro and Narandoo; Difficulties experienced by preschool and school teachers in isolated settings.
| Original language | English |
|---|---|
| Pages (from-to) | 128-141 |
| Number of pages | 14 |
| Journal | Australian Journal of Language and Literacy |
| Volume | 27 |
| Issue number | 2 |
| Publication status | Published - 2004 |