The aim of this study was to examine how teachers in Waldorf, Reggio Emilia and traditional pedagogy work with literacy in preschools in Sweden. We also wanted to see the similarities and differences between the pedagogical approaches in the work regarding literacy and what the teachers think about the age of children when they learn to read and write. To get answers to our questions, we used a qualitative method where we interviewed six preschool teachers in six different preschools in Stockholm County with the 3 different pedagogies. Our theory is connected to Vygotski´s four processes that are important for children in learning, which is the socio-cultural, the mediated, the situated and the creative. We have also used John Dewey´s theory, who also speaks of children's learning with respect to social relations and artistic processes. The result of the interviews showed that it is very individual when children begin to learn literacy and the teachers say that we should not stop them if they have the interest but it must come from the children's own initiative and be based on their own interests. The environment was also something that was important to the child's learning of literacy and that the teachers used activities where the children could use all their senses in various esthetics expressions.