With the rise of the science of reading research’s attention in the educational field, some early care and education professionals and early elementary teachers feel this body of research does not belong in the early childhood classrooms. This session will explore what science of reading has to say about early literacy and discuss how its tenants do, in fact, align with developmentally appropriate practices when applied with the young learner in mind. Participants will explore the three early literacy foundational skills of oral language, phonological awareness, and print knowledge and practice hands-on developmentally appropriate activities for each.  Strategies that promote family engagement in literacy development will also be explored.