Highly individualized teaching and learning in preschool classrooms
Young child
en who receive special education services in early childhood care and education settings benefit the most when teachers use highly individualized teaching strategies. Embedded instruction is an effective approach addressing the unique learning and developmental needs of young children within the context of a high-quality preschool program (Sandall, Schwartz, Joseph, & Gauvreau, 2024). This installment of the Back-to-Basics series will introduce embedded instructional practices, how using them benefits children and teachers, and strategies teachers can use to get started.
What is highly individualized teaching?
Highly individualized teaching builds on the foundational quality of the classroom to systematically address a child’s Individualized Educational Program goals. Embedded instruction is how to explicitly teach a new skill or behavior when a child is struggling to engage in learning and social experiences (Sandall et al., 2024).
What are the benefits of embedded instruction?
Embedded instruction is built into the daily schedule and provides frequent opportunities for the child to practice, making it useful in these ways:
- Teaches skills and behaviors during meaningful times of the day
- Uses a variety of play partners and materials
- Increases motivation and engagement
- Minimizes changes to planned routines, activities, and transitions
- Easy for families to use at home and in the community
What strategies can teachers use to embed instruction in routines, activities, and transitions?
Teachers can proactively plan by using an activity matrix to organize embedded instruction across the daily schedule. Planning ahead will help to maximize learning time and keep all staff informed about individual learning objectives. However, more practice in natural contexts may not be enough to address some children’s missing foundational skills or interfering behaviors. The power of embedded instruction is realized when teachers match support with the child’s current level of performance on target objectives and consider their learning characteristics. This information is then used to plan brief teaching interactions or embedded learning opportunities (ELO). Here are steps you can take to plan ELOs:
- Provide the child with a cue to start the instructional interaction. This is what you say and do to get the child’s attention.
- Wait for the child to respond.
- If the child responds correctly, provide descriptive praise. If they do not respond or give an incorrect response, begin again and add a prompt or hint to encourage the correct response (Sandall et al., 2024).
Finally, collecting information about how children respond to embedded instruction lets you know when a child can be independent with simple adaptations in place. Embedded Instructional practices are a valuable addition to your Back-to-Basics teaching toolbox. Using them consistently creates highly individualized learning for young children who need targeted support to access and participate in learning experiences at school and home.
Need a refresher on how routines develop foundational skills in early childhood? Read this article published in our October 2025 digital newsletter.
Additional Online Resources:
CONNECT Module: Embedded Interventions
ECTA: Embedded Instruction Practices Practitioner Improvement Guide
ECTA: Embedded Instructional Practices Checklist
Head Start Center on Inclusion: Deciding “when to teach” using an activity matrix
Head Start: Embedded Learning Opportunities
Head Start Center for Inclusion: Tips for teachers: embedded learning opportunities
Reference
Sandall, S., Schwartz, I., Joseph, G., & Gauvreau, A. (2024). Building blocks for teaching young children in inclusive settings (4th ed.). Brookes Publishing.
For more information, contact Mary Tobin ([email protected]), Program Specialist, T/TAC at VCU.
Categories Early Childhood Special Education