In view of the importance of literacy learning, this paper defines emergent literacy and explores how researchers and teachers define it in the 1990s. The paper also attempts to answer the following questions: (1) What is the best way to teach literacy to young children? (2) Is there a correct way to teach it? (3) What does the research say regarding academic versus social learning? (4) Has kindergarten become too academic? (5) How does the research address age appropriateness versus developmental appropriateness? and (6) How can emergent literacy be assessed? The paper provides a brief description of the history of the emergent literacy concept, describes the three stages of emergent literacy development, and discusses major issues, controversies, programs and contributors in relation to Piaget and Vygotsky's educational theories, with an emphasis on the significance of make-believe play to literacy development. The paper also discusses controversies surrounding the significance of academic-oriented kindergarten, appropriate kindergarten entry age, maturational readiness, developmentally appropriate practices, and assessment practices. The paper concludes with recommendations on curriculum and teacher education, and a discussion of the roles of parents, teachers, and school administrators in children's literacy development. Contains 22 references. (MOK)