The following article aims to present, from children's perspectives, the value of literacy and how they use it in their everyday lives. Through the use of ethnographic methodology, including observations, interviews and collection of artifacts, it seeks to examine how children rely on their literacy skills authentically, as they play and move between spaces and respond to stimuli in their environment. I followed six children as telling cases and used Strauss and Corbin's (1990) Grounded Theory to illuminate the findings. Two dominant themes emerged: connecting and participating in significant moments. These findings provide much guidance on how teachers and parents can more readily support young children in their literacy development. It also supports the notion that children's perceptions of the value of literacy are inextricably linked to how they use it within their personal contexts: at home, school, and the wider community. This also supports children's use literacy as a means of bonding with and participating in social experiences.