Abstract
Early childhood educators (ECEs) play an important role in fostering children’s literacy. This study examined the literacy knowledge and practices of early childhood educators as well as relationships between knowledge, practices and classroom environment. Sixty-seven ECEs were surveyed about their literacy knowledge and practices. Descriptive statistics yielded a description of teachers’ knowledge and practices. Correlations identified possible relationships between knowledge, practices and environment. Participants’ knowledge base was varied, with the highest percentages in storybook reading and the lowest in alphabet. In contrast, participants frequently engaged in many literacy practices. Correlation analyses found no relationship between knowledge and either classroom practices or environment. The only significant positive relationship was between practices and environment.