Unconstrained and Constrained Literacy Skills in Early Childhood Education: A Scoping Review

There is mixed consensus on the long-term academic impacts of Early Childhood Education (ECE) programs on children’s outcomes. While some studies show sustained benefits from preschool through to secondary school, others report that early gains, particularly in literacy, fadeout by grade 1. One explanation proposed in the literature is that this fadeout may result from ECE programs emphasis on constrained literacy skills over unconstrained literacy skills. This scoping review examined how the terms constrained and unconstrained literacy skills are defined, interpreted, and applied in early childhood education research, and the extent to which researchers find these concepts useful. Findings from 19 peer-reviewed and 22 grey literature articles revealed five main categories: benefits of ECE services, evaluation, family involvement, teacher perception, and skill development and assessment. The review illustrated inconsistent definitions and variable application of the constrained/unconstrained framework yet also highlighted its conceptual value for explaining different developmental trajectories in literacy skills. Overall, findings suggest that unconstrained literacy skills may fade out at a slower rate than constrained literacy skills, underscoring the need for ECE programs to adopt a balanced and comprehensive literacy approach that supports both types of skills.