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Early Literacy ‐‐ A Government Concern?

Abstract Progress in literacy during the early years of schooling is an increasing concern for governments across the world. Successful literacy learning is seen as the key to later school success and positive economic well‐being, both for individuals and their communities. This paper reviews the research evidence on emerging literacy and how this can be supported during the prior to school period. Government responses to their policy of developing an early years literacy strategy in primary schools is compared between England and one Australian state. This comparison begs questions of the arbitrary nature of expectations and the impact of these on the curriculum for our youngest children.