In this contribution, the ecological-cultural theory (Bronfenbrenner, 1979; D’Andrade, 1995; Holland and Cole 1995; Gutiérrez and Rogoff 2003) is applied in the analysis of opportu- nities and constraints that children meet in their critical transitions between school and other educational agencies. It is proposed that one strategy to contrast school failure consists in the connections of children’s early experiences with books and school literacy.
