Sociocultural theory argues that children learn through their interactions with their surroundings and others in the community. It recognises the importance of the funds of knowledge (FoK) in children's families and community, which is excluded from their formal schooling especially the FoK in lower socioeconomic status (SES) families. To provide more learning opportunities for children in these families, this paper reports on how their families change their engagement in these children's literacy learning. This paper is a case study focusing on the change of their intellectual relationship with the early childhood educators in the Futuro Infantil Hoy (FIH) Program. It analyses the photographs of the FIH Program, conference presentation of FIH Program and the photo elicitations with the Australian Program team members. In this study families and educators establish their relationship to engage families into children's literacy learning in different ways. In the centres, families participant in some activities, join the educators to set up the literacy environment in the centres, exchange their knowledge about children's education with the educators. Outside the centres, families take their children to participant in different literacy practices in their daily life and record it in the documents to share with other families and educators. In addition, a possible pattern of the development of the intellectual relationship between families and educators was produced in this study. In sum, it is important to engage families into children's literacy learning and strengthen their interactions with the educators.