In an early childhood centre in Vancouver’s North Shore, a dynamic collaboration of children, educators, and a pedagogist is reshaping literacy as a social practice. This initiative challenges traditional views of literacy within Canadian early childhood education, where reading and writing have historically been left for formal schooling (K–12) or treated as mere preparatory activities for school readiness. To challenge these conventional perspectives, educators and a pedagogist are drawing inspiration from the scholarly work of Delia Lerner. In Reading and Writing at School: What is Real, What is Possible, and What is Necessary (2021, title translated from the original Spanish), Lerner emphasizes the importance of acknowledging that children are the principal actors in their literacy journeys.