One preschool-age child's literacy-oriented, self-initiated games and play are described in this report. Some of the games used decontextualized print, some focused on contextualized written language, some were number games, and some involved letters and words. Commercially produced games were used in addition to games constructed at home; these focused on various literacy skills (reading, writing, counting, listening, and speaking). Throughout the report, the child is portrayed as a creative and active partner in games of communication, manipulation, and invention. The point is made that even though the games were child-centered and child-initiated, they did not "just happen." The gaming took place in a language-oriented home environment where literacy was sought after, worked on, and taken for granted; in other words, it was an integral facet of socialization. The literacy events reviewed in this report are seen as one facet of an all-encompassing way of life and childrearing. It is concluded that the material presented suggests a naturalistic and holistic approach to literacy in the home, one which respects the individual learner's interests and style, as well as the cultural milieu and its effects on learning. (RH)