EMERGENT LITERACY IN PRESCHOOL CHILDREN IN ANGOLA: PERCEPTIONS AND PRACTICES OF EARLY CHILDHOOD EDUCATORS IN THE MUNICIPALITY OF SUMBE
Keywords:
preschool education, emergent literacy, educator training, AngolaAbstract
This qualitative case study examines early childhood educators’ perceptions and practices regarding the development of emergent literacy in preschool children attending public and private kindergartens in the Municipality of Sumbe, Cuanza-Sul, Angola. Nine educators participated, and data were collected through observations of daily activities and semi-structured interviews.
The findings reveal that working conditions, such as infrastructure, material resources, and institutional support, exert a significant influence on practices and the development of emergent literacy. There was a marked shortage of adequate pedagogical materials, children’s literature, and appropriate physical spaces, which hindered the implementation of effective strategies.
Educators hold diverse conceptions of the concept and promotion of emergent literacy, which directly influences their practices. They acknowledge the importance of continuous professional development for improving their performance, yet they face limited access to professional learning opportunities.
The study concludes that strengthening emergent literacy requires public policies that prioritize improving kindergarten infrastructure, providing pedagogical resources, and systematically offering continuous training. It recommends creating work environments that foster innovative and consistent practices to ensure the full development of literacy skills in preschool-aged children.
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