Adult scaffolding and peer interaction strategies are significant aspects of learning processes, particularly in literacy practices in and beyond school. Due to the importance of children’s learning in early years aiming at their later achievement and since numerous students struggle when learning to read and write, emergent literacy activities may be integrated as a priority in today’s educational agenda. This commitment with inclusive education emphasizes the right to an appropriate learning environment within the scope of a common and plural educational project, promoting an active participation and sense of belonging for all. The development of educational situations in which adults adapt their intervention to each child and facilitate peer interaction are key elements in the promotion of inclusive contexts to overcome learning barriers. Literature review to date has shown that invented spelling activities in preschool years may play a substantial role in preventing learning difficulties in reading and writing.

The purpose of this study was to explore adult mediation and peer collaboration processes that occurred within three invented spelling activities in kindergarten. From an initial pool of 28 participants, three groups of four children were randomly selected and submitted to a qualitative analysis. This sample of twelve children was balanced in gender and age. A total of 2304 verbal interactions were audio-recorded. All transcripts were coded using a classification system of interactive dynamics based on previous research studies. This analysis offered insight on the major changes over time as to children’s interactions and adult mediation strategies.

The results revealed an active role of the adult throughout the sessions whilst progressively adapting their mediation strategies to facilitate the learning process. They also suggested that children displayed a shared dialogical participation pattern, showing an appropriation of thinking mechanisms along time. Our findings highlight the importance of scaffolding and collaboration for the enhancement of emergent literacy development. Additionally, they show how educational practices may be beneficial so that all children actively participate and feel part of their own literacy learning process from an early stage.

Keywords: Emergent literacy, scaffolding, peer interaction.