Implementing explicit and implicit narrative instruction in preschool : Insights from a language intervention study
Lilja, Peter Andersson ; Skaremyr, Ellinor ; Svensson, Ann Katrin and Andersson, Ketty LU
(2025)
In Linguistics and Education
89.
p.1-14
- Abstract
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... (More)
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.
(Less)
- author
- Lilja, Peter Andersson
; Skaremyr, Ellinor
; Svensson, Ann Katrin
and Andersson, Ketty
LU
- organization
- publishing date
- 2025-10
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Early childhood education, Explicit instruction, Implementation science, Implicit instruction, Language intervention, Narratives
- in
- Linguistics and Education
- volume
- 89
- article number
- 101465
- pages
- 1 - 14
- publisher
- Elsevier
- external identifiers
-
- scopus:105017062170
- ISSN
- 0898-5898
- DOI
- 10.1016/j.linged.2025.101465
- language
- English
- LU publication?
- yes
- additional info
- Publisher Copyright: © 2025 The Author(s)
- id
- 94b7b466-f6ca-45ea-84b1-f07dd2b851c4
- date added to LUP
- 2025-10-06 07:18:21
- date last changed
- 2025-10-14 12:53:43
@article{94b7b466-f6ca-45ea-84b1-f07dd2b851c4,
abstract = {{<p>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.</p>}},
author = {{Lilja, Peter Andersson and Skaremyr, Ellinor and Svensson, Ann Katrin and Andersson, Ketty}},
issn = {{0898-5898}},
keywords = {{Early childhood education; Explicit instruction; Implementation science; Implicit instruction; Language intervention; Narratives}},
language = {{eng}},
pages = {{1--14}},
publisher = {{Elsevier}},
series = {{Linguistics and Education}},
title = {{Implementing explicit and implicit narrative instruction in preschool : Insights from a language intervention study}},
url = {{http://dx.doi.org/10.1016/j.linged.2025.101465}},
doi = {{10.1016/j.linged.2025.101465}},
volume = {{89}},
year = {{2025}},
}