Reading mediation in early childhood education in Angola

situated practices in Sumbe to strenghthen emergent literacy

Abstract

This article presents a case report on reading mediation practices developed in Early Childhood Education settings in the municipality of Sumbe, Angola. The experience took place in three early childhood centers—two public and one private—over the course of an academic year, with weekly sessions integrated into the pedagogical routine. The aim is to critically reflect on how reading mediation can enhance emergent literacy in early childhood contexts. Anchored in the principles of respect for the child, the centrality of play, and intentional situated practice, the report examines interactions, routines, and language opportunities that bridge written culture and local oral heritage. A qualitative case study with source triangulation was conducted, involving families, early childhood education professionals, center directors, and a political representative. Data collection combined semi-structured group interviews, participant observation with a situated grid, and pedagogical documentation. Reflexive thematic analysis was validated through collaborative feedback. The findings identify family practices rich in oral culture, coexisting with limited access to books. In educational contexts, shared reading, vocabulary-enhancing conversations, and playful exploration of signs were observed, despite material constraints and the need for ongoing teacher training. The study proposes the model of “situated reading mediation,” structured around five axes: play, oral tradition, textual accessibility, pedagogical documentation, and collaborative supervision. Recommendations include, among others, mobile reading kits and intergenerational storytelling circles. The study reinforces that intentional, culturally situated mediation expands opportunities for emergent literacy and strengthens the bonds between children, texts, and the community.