Australian early childhood education positions literacy learning as a set of social practices contextualised by one’s unique experiences and knowledges. Despite widespread agreement about the need to teach phonics and other code-breaking practices, the ways early childhood educators integrate “constrained” skills are not well understood outside the education profession. Current public discourse is generating ever-increasing pressure for the adoption of explicit teaching of phonics, however, teaching skills in isolation from reading and writing can be problematic, especially for marginalised learners. Challenges lie not only in learning to apply skills later but also in the impingement on time for more sophisticated concepts such as comprehension or vocabulary. This paper’s focus on pedagogies in early childhood educational settings prior to compulsory formal school sits within a larger project examining literacy demands for learners across school. In this paper, we argue for greater recognition of early childhood educators’ expertise in planning for and facilitating a diversity of practices that can address all learners’ needs.

澳大利亚的幼儿教育将素养学习定位为通过个人独特的经验和知识背景化的一系列社会实践。尽管人们普遍认为需要教授语音和其他打破密码的习惯，但早期的教育工作者整合“受限”技能的方式在教育界仍未得到很好的理解。当前的公共话语正在对采用语音的显式教学产生越来越大的压力，但是，与读写无关的教学技能可能会出现问题，特别是对于边缘化的学习者而言。挑战不仅在于以后学习应用技能，还在于按时碰撞更复杂的概念，例如理解力或词汇量。本文的重点是在义务教育之前的早期儿童教育环境中的教学法，它位于一个较大的项目中，旨在研究整个学校对学习者的读写能力要求。在本文中，我们主张对幼儿教育者在规划和促进可以满足所有学习者需求的各种实践的专门知识方面给予更大的认可。