Between letters and children: mediating literacy development

Abstract

This article analyzes the mediating interventions used in the development of early literacy with a group of
nine children who present difficulties in its acquisition. They belong to low-income families that live in the
south of the Guadalajara Metropolitan Area. The study was a qualitative case analysis of the work sessions held in a community care center during the first semester of 2019. For the analysis and interpretation, the sociocultural constructivism theoretical framework was used. The data collected allowed us to identify twelve mediational actions grouped into three broad categories: the meaning of the activity, direct teaching and the development of reflexive processes. We concluded that mediation processes helped children
to learn, but more individual monitoring of each child’s learning is required to achieve better results.