The guide identifies intentional instruction, interaction and conversation, and sequentially built lessons as important factors in preschool instruction¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Intentional instruction, interaction and conversation, and sequentially built lessons are named as important factors in providing instruction in preschool. → Burchinal 2022 q2 i? Scheduling time for intentional learning and recognizing everyone's backgrounds and experiences is also named as an important factor. → Burchinal 2022

Evidence¶

Burchinal 2022¶

Burchinal, Margaret; Krowka, Sarah; Newman-Gonchar, Rebecca; Jayanthi, Madhavi; Gersten, Russell; Wavell, Samantha; Lyskawa, Julia; Haymond, Kelly; Bierman, Karen; Gonzalez, Jorge; McClelland, Megan; Nelson, Kimberly; Pentimonti, Jill; Purpura, David; Sachs, Jason; Sarama, Julie; Schlesinger-Devlin, Elizabeth; Washington, Julie; Rosen, Emily. (2022). Preparing Young Children for School. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuides

q2 · i? · review · r?

The guide's Key Findings section lists the factors verbatim: "Intentional instruction Interaction and conversation Sequentially built lessons" and "Scheduling time for intentional learning and recognizing everyone’s backgrounds and experiences." No supporting statistics appear on this page.

"Important factors in providing instruction in preschool include: Intentional instruction Interaction and conversation Sequentially built lessons Scheduling time for intentional learning and recognizing everyone’s backgrounds and experiences"

Discussion¶

Related Claims¶

• Communication, cooperation, and coordination were the most critical factors in successful CLASP programming — related
• A WWC expert panel distilled recent research into seven recommendations for preschool educators on preparing young children for school
• A preschool teacher's professional growth in guiding children's mathematical learning was identified in three areas: recognizing demonstrated understanding, using mathematical language, and systematic assessment — related
• Learners' critical sharing of ideas and the teacher's intentional intervention were the two critical factors for effective folding back — related
• The recommendation to provide intentional, engaging social-emotional instruction carries strong evidence from five studies meeting WWC standards without reservations — a narrower finding that bears on this claim