Background:
Emergent literacy is a key predictor of later reading, writing, and academic success, yet its role in South Africa’s Early Childhood Care and Education (ECE) sector (0–4 years) is often undervalued. Many Early Childhood Development (ECD) practitioners lack formal training, and caregivers’ expectations tend to emphasize early technical skills over broader literacy development.

Research aim:
To explore the emergent literacy practices caregivers engage in at home and the practices they expect ECD centres to provide.

Methods:
A mixed-methods study was conducted with 141 stakeholders—caregivers, practitioners, and community members—across five clusters in the Buffalo City District. Data were collected through questionnaires and focus group discussions (Iincokos) in isiXhosa. Quantitative data were analysed using frequency analysis; qualitative data were thematically analysed.

Results:
Sixty-six percent of participants read stories to their children, 89% provided writing materials, and storytelling was more common than book reading. Six themes emerged: the need for practitioner training, debate over English versus mother tongue instruction, ECD centres as safe language-rich spaces, oral language development, storytelling/reading as cultural tools, and caregiver prioritisation of writing skills.

Conclusion:
Caregivers contribute to emergent literacy but often focus narrowly on early writing. Practitioners show developmental awareness but face training and language challenges. Strengthening home–centre partnerships, improving practitioner qualifications, and balancing reading and writing activities—particularly in the mother tongue—are essential for closing early literacy gaps.

Keywords: Conversations with community members, emergent literacy, home literacy practices, Early Childhood Development.