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The objective of this paper is to construct theoretically informed argument on how literacy as a discipline views children development. In particular, this paper addresses stages of reading development, examine its gap, and draw an alternative explanation upon literacy processing theory. Children development has been discussed from various lens, including health, education, science, and psychology. Research continue to discover children development as the foundation of other disciplines that bring direct and indirect impacts on the sense of self. However, less attention has been given to the understanding of children development from literacy perspective. I argue that literacy as a discipline conceptualize children development in a distinct perspective that considers children’s cognitive, social, and psychological factors as pivotal domains for development

children development; literacy; reading development; reading stages