This comprehensive, community-based and sustainable program aims to promote young children’s early literacy in two American Indian communities - four southern Navajo Nation Chapters (Nahata Dziil Commission Governance, Wide Ruins, Houck, and Pine Springs) and the San Carlos Apache Tribal Lands. We are using research-based components to increase the amount of time caregivers spend reading with young children, improve the quality of caregivers’ book reading practices, and increase the use of non-book reading activities that promote early literacy (e.g., singing and talking with children). An ecological approach guided our development of four coordinated program components that address the multiple contexts where young children develop.

1. Drop-In Literacy Events for families with 0-6-year-old children promote early literacy practices through hands-on activities and materials that extend the learning into the home.

2. A multiple session Family Literacy Program for parents and primary caregivers to promote reading and non-book reading early literacy practices.

3. A multiple session Care Provider Literacy Program for childcare providers (including center- and home-based providers, and family, friend, and neighbor care providers) caring for 0-6-year-old children to promote reading and non-book reading early literacy practices.

4. Intergenerational Community Literacy Events that feature culturally responsive activities (e.g., singing & storytelling) celebrate literacy and allow elders to teach native languages.

The content of the program activities as well as the evaluation of these activities is developed in close partnership with local stakeholders and community members. Our project builds on the strengths and relationships of local Cooperative Extension and Federally Recognized Tribal Extension Programs. We are also working with community stakeholders to enhance community capacity to sustain high quality early literacy programming.