In a literate society just as learning to speak it is equally important to be exposed to and enquire literacy skills. However, such skills need much more afford for the child to tap into his/her cognitive and motor skills. Denny Taylor (1983) argues that “literacy is part of the very fabric of the family life” (as citied in Bruce, 1997 p.130). The home is the main and first source of literacy since it is where the child is introduced to functional literacy. The child sees the family members engaging in literacy activities and most of the time the child get involved actively in these experiences and thus grasping the functions of such literacy actions and skills. The child start noticing that literacy is everywhere and that it conveys meaning by noticing some writing from scraps of paper in the house, phone messages, texts in storybooks and much other situations where the child is exposed to symbols in contexts. Most of the time parents unconsciously expose their children to text in their everyday situations and thus involving them in the literate society e.g. in doing shopping lists or choosing packets of cereal to buy. Parents are usually not aware that they are helping in the acquisition of literacy skills. Exposing children as from a very young age to printed text is extremely important e.g. being read-to, especially bed time stories. Bed time stories give the opportunity for one to one experience where the child is read-to and thus start making sense of text. Exposing the child to phonics would also help in reading and also in writing. Later on, the child starts learning about the multiciplicity of literate activities when the child start mixing with other children and participating in different social events e.g. Birthday parties.