Bridging Theory and Practice in Early Literacy: A Qualitative Descriptive Study of the CLEAR Approach Framework for Integrating Play-Based Exploration and Explicit Instruction

Abstract

Early childhood professionals worldwide face a persistent instructional dilemma: how to balance exploratory, play-based learning with direct, explicit instruction in foundational literacy skills. This qualitative descriptive study examined how educators and parents described learners’ engagement and confidence as indicators of integration between play and direct teaching when using the CLEAR Approach, an instructional framework for inclusive instruction designed to bridge play-based exploration and explicit teaching through five interconnected components: Child-Centered, Learner-Led, Engaging, Active, and Rapport Building. Grounded in Vygotsky’s sociocultural theory, the study analyzed educator and parent reflections from a virtual early literacy program in the United States. Data were drawn from twelve learners aged three to five who participated in the program, providing insight into how CLEAR-aligned instruction supported engagement and confidence in early literacy learning. Findings indicated that CLEAR-aligned instruction supported both engagement and confidence, illustrating how inclusive instructional design can integrate explicit literacy instruction into exploratory, playful, and inclusive learning experiences. The study contributes to discussions on inclusive early literacy pedagogy by offering a model that aligns with UNESCO’s Sustainable Development Goal 4 (Quality Education). Implications are discussed for educators, teacher preparation programs, theory, and learners, as well as future research on framework fidelity and adaptability across diverse instructional contexts.