在学前教育中实施显性和隐性叙事教学:来自语言干预研究的启示

IF 2.1 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Peter Andersson Lilja , Ellinor Skaremyr , Ann-Katrin Svensson , Ketty Andersson
{"title":"在学前教育中实施显性和隐性叙事教学:来自语言干预研究的启示","authors":"Peter Andersson Lilja ,&nbsp;Ellinor Skaremyr ,&nbsp;Ann-Katrin Svensson ,&nbsp;Ketty Andersson","doi":"10.1016/j.linged.2025.101465","DOIUrl":null,"url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"89 ","pages":"Article 101465"},"PeriodicalIF":2.1000,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Implementing explicit and implicit narrative instruction in preschool: Insights from a language intervention study\",\"authors\":\"Peter Andersson Lilja ,&nbsp;Ellinor Skaremyr ,&nbsp;Ann-Katrin Svensson ,&nbsp;Ketty Andersson\",\"doi\":\"10.1016/j.linged.2025.101465\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>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.</div></div>\",\"PeriodicalId\":47468,\"journal\":{\"name\":\"Linguistics and Education\",\"volume\":\"89 \",\"pages\":\"Article 101465\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-09-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistics and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0898589825000828\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589825000828","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究考察了两种教学条件-显性和隐性叙事教学-是如何在瑞典幼儿园实施的,借鉴了实施科学的原则。来自21个学前班部门的数据——包括录像、教师访谈和调查数据——使用混合方法进行分析。内隐方法(HINT)侧重于共享阅读和意义创造,由于与既定的学前实践相一致,被认为更容易整合和适应。显式方法(SCAN)的实施更具挑战性,部分原因是采用了一种新的、更系统的方法。这两种方法都被老师们强调是有益的。然而,扫描被强调为特别有利于以前安静或较少参与的儿童。虽然大多数教师报告说他们准备好了,但随着时间的推移,对核心指令的持续忠诚在HINT和SCAN上都有所下降。分析还揭示了一种持久的单语规范:尽管多语是一个明确的目标,但很少有部门将儿童的第一语言纳入实践。研究结果还强调了在儿童早期干预中平衡脚本与适应的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementing explicit and implicit narrative instruction in preschool: Insights from a language intervention study
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信