Assessment of reading and writing in early childhood education in brazilian academic research

Abstract

This article presents findings from a state-of-the-knowledge review on the assessment of reading and writing in Early Childhood Education, in light of contemporary debates on assessment in and of Early Childhood Education and different conceptions of language. The study systematically analyzed 161 theses and dissertations defended at Brazilian universities between 2009 and 2023 to map and critically examine the academic production on the topic, identifying conceptions, methodologies, contributions, and gaps. Thirty-five analytical variables were developed, combining quantitative and qualitative approaches. Results indicate a strong concentration of studies in institutions in São Paulo (42.9%) and Pernambuco (9.3%), a predominance of qualitative research (69.1%), and substantial conceptual divergences between approaches privileging discursive aspects of language (60.1%) and those emphasizing linguistic structure (39.9%). The theoretical frameworks align into two broad axes: enunciative-discursive perspectives that view language as social practice and assessment as investigative and formative, and linguistic approaches that treat language as a formal system and assessment as verification of specific performances and skills. The review identified a shortage of validated instruments, limited articulation with public policies (16.9%), and an emphasis on preschool (71.8%) to the detriment of daycare/infant-toddler provision (16.4%). The article concludes by underscoring the need for greater investment in research that develops and validates instruments for observing pedagogical practices aligned with Brazil’s National Curriculum Guidelines for Early Childhood Education.