Many individuals who work with young children between birth and age 8 assume that literacy activities must be planned and executed as elaborate, formal lessons. The increasing pressure seeping through national accountability measures and the renewed focus on early literacy is trickling down to this age group. The Division for Early Childhood of the Council for Exceptional Children (CEC) and the National Association for the Education of Young Children promote the use of play and developmentally appropriate practices to enrich young children's development. The International Reading Association advocates supporting the development of "those characteristics of children from birth through age 5 that are most closely linked to later achievement in literacy: oral language development, phonological/phonemic awareness (PA), alphabetic knowledge, print knowledge, and invented spelling." Child care providers, family members, and educators can be supported to use daily activities to develop the emergent literacy of the children in their care. This article describes how language and literacy activities can be applied by families, child care providers, early interventionists, and early childhood special educators throughout everyday activities and in multiple settings where young children work and play. The authors begin with a brief discussion of three basic components for enhancing emergent literacy opportunities. Next they describe three key developmental areas (i.e., oral language, concepts of print, and PA) for enhancing later literacy success. Finally, within each of these three developmental areas, they provide examples of strategies that have been shown to be effective in facilitating children's learning. (Contains 3 tables.)