Individualizing Instruction in Preschool Classrooms, Article Critique Example

In “Individualizing Instruction in Preschool Classrooms” by Mary B. Boat, Laurie A Dinnebeil, and Youlmi Bae (2010), the authors take a deep look at the value of individual educations.  Related to preschool learning environments, Boat and others argue that the most effective learning opportunities for all preschool students – special education included – integrates individualized techniques of instruction. While the article isn’t necessarily exhaustive on the subject, it is certainly a solid start in the overall conversation.

Overall, the text takes an introductory and instructional route to the subject of individualizing instruction for children. The primary portion of the text follows Pretti-Frontczak and Bricker (2004), explaining and expounding on the four primary steps of individualizing instruction: getting to know the interests, needs, and abilities of each child; create opportunities for learning that build on these interests; the use of Scaffold children’s learning; and finally, achieving important goals through proper monitoring of children’s progress. Integrated in these steps are important recommendations for guiding children along the way, such as the importance of getting the child to name and identify common objects, which is necessary for language and literacy development.

Boat and the other authors have created a helpful, step-by-step guide for individualizing the educational process for all children of preschool age.  Focused on learning and utilizing the strengths, interests, and abilities of the single student, the methods included in the text have evident advantages that relate to the overall educational goals.  With a variety of effective techniques, educators can create a number of opportunities to relate learning to the student, thereby increasing chances for success.  The text even builds on this notion, stating that one should “make sure that children are ultimately in control of the situation” (2010).  This can help bridge the gap between a lack of engagement with the task at hand. As Boat and the other writers note, these strategies can be effective for those with or without disabilities.

An advantage of the text can certainly be seen in the introductory nature.  For many in the preschool and/or special educational fields, these are the building blocks of instruction when working with an individual student.  The text does a strong job in providing an arsenal of individual, specific ways to engage a student and to realize certain educational goals.

However, the text is not particularly deep.  While there are a number of approaches named under the title of the text, the vast majority of the article does not get into the depth needed for a professional.  In other words, anyone that has experience in individual instruction for preschool-age children may not learn a great deal of new techniques.  The text is best used as an introductory primer to the subject.

The text leaves something to be desired in terms of relevancy to other teaching strategies.  In many educational environments, individualized instruction may not be a primary area of emphasis.  It would have been beneficial for the article to look at the interaction between individualized instruction and other types of education.  For instance, how can an educator integrate individualized Scaffolding strategies into group activities? How can instruction that isn’t necessarily individualized – in a group setting – use these techniques to reap the same benefits?  How could worksheets and other tools complement these strategies?

Boat and others provide a great primer for the subject of individualized instruction.  It offers plenty of quality for the budding educator in the preschool age range, though it will probably not stand well on its own due to its introductory nature.  Along with other educational tools and commentary, the text will have the greatest impact for educators.

References

Boat, M. B., Dinnebeil, L. A., & Bae, Y. (2010). Individualizing Instruction in Preschool Classrooms 38(1), Dimensions of Early Childhood.

Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to earlyintervention (3rd ed.). Baltimore, MD:Brookes.