Implementing explicit and implicit narrative instruction in preschool

Insights from a language intervention study

Datos Bibliográficos

ID21582377
AutoresPeter Andersson Lilja (0000-0002-5446-7998, University of Borås, autor de correspondencia), Ellinor Skaremyr (0000-0002-9836-1909, University of Borås), Ann-Katrin Svensson (0000-0003-1798-4010, University of Borås), Ketty Andersson (0000-0003-2680-9660, Lund University)
Año2025
Volumen89
Páginas101465
Fecha de publicación2025-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaLinguistics and Education (JOURNAL)
Identificadores de la revistaISSN: 0898-5898 • E-ISSN: 1873-1864
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.linged.2025.101465
OpenAlexW4414498224
IdiomaEN
Citas recibidas1
Referencias citadas27

Balancing scripts with adaptation in early childhood interventions is prominent. • Sustained fidelity to instructional guidelines declined over time in both conditions, highlighting challenges in maintaining consistent implementation in preschool settings. • Implicit instruction to narratives is easier to adapt to the specific contexts of Swedish preschool. • Explicit instruction narratives instruction seems beneficial for silent and previously less engaged children. • A strong monolingual norm persists in Swedish preschools; more targeted support is needed for integrating multilingualism into daily practice. This study examines how two instructional conditions - explicit and implicit narrative instruction - were implemented in Swedish preschools, drawing on principles from implementation science. Data from 21 preschool departments—including video recordings, teacher interviews, and survey data - were analyzed using a mixed-methods approach. The implicit approach (HINT), focusing on shared reading and meaning making, was perceived as easier to integrate and adapt due to its alignment with established preschool practices. The explicit approach (SCAN) was more challenging to implement partly due to a new and more systematic approach. Both approaches were highlighted as beneficial by teachers. However, SCAN was emphasized as particularly beneficial for previously quiet or less engaged children. While most teachers reported feeling prepared, sustained fidelity to core instructions declined over time for both HINT and SCAN. The analysis also reveals a persistent monolingual norm: despite multilingualism being a stated goal, few departments integrated children’s first languages into practice. The findings also underscore the need for balancing scripts with adaptation in early childhood interventions

Fidelity · Multilingualism · Narrative · Psychological intervention · Scripting language · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Reading and Literacy Development