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Overview of Thematic Approach in Early Childhood Education

Thematic work goes by many names; thematic curriculum, theme immersion, project approach, Reggio Emilia approach, and project based learning. The concept of them thematic approach has been around since just after World War II when the Reggio Emilia philosophy originated in a northern Italian town of Reggio Emilia (Martalock, 2012). Over time the thematic approach has developed and evolved into it’s own category of teaching method. Education professionals are able to integrate thematic approach into their own teaching style. In an attempt to shift from the traditional educational model a new and exciting thematic approach was created and continues to be modified in today’s classrooms.

Although these many names exist to describe a similar concept, one thing remains the same; “thematic work is depicted as an integration of curricular subjects (two or more), a way of planning and delivering the curriculum” (Broadhead, 2001; p. 23). According to Ladd Holt and Florence Krall, “the pre-selected theme loses its ‘aliveness’ not only for the pupils but for the teacher” (1976, p. 142). In a thematic approach to early childhood education it is important for teachers to include pupil interest at the planning stages (Broadhead, p. 23). Holt and Krall also believed that themes should naturally arise out of what the children are seeing, feeling, hearing, and doing and are most effective when they are open ended (1976).

“Research reveals that children learn by actively engaging with the world around them” (Martalock, 2012). The work of Piaget, Vygotsky, and Dewey provides a foundation for educators to understand that children “take an active and interested role in interacting with their environment and the people around them to makes sense of and construct meaning about the way things work” (Martalock, 2012). Thematic work focuses more on the process of how a child develops their current understanding and not on the product of their current understanding. The thematic approach is based on the belief that “[children] learn in many different ways and need to be exposed to subject matter by multiple methods through complex, real projects and experiences” (Hafenstein, 2013, p. 197). A thematic approach not only provides the opportunity of meaningful learning experiences for young children but it “facilitates the accommodation of new information by building on student’s knowledge base” (Hafenstein, p. 197).

Structure

Although every teacher structures their learning environment differently than one another, one thing is evident amongst the structure of thematic approach to early education; “the teacher creates an environment for the children to display their skills, presents different environments and education materials, and the children select the suitable one by trying, and the children are the specialists while the teacher only stores and uses their abilities shares their success” (Bicakci & Gursoy, 2010, p. 379). Ideally the teacher observes children to identify a knowledge base and common interests among children, then provides developmentally appropriate learning materials within the classroom environment to facilitate learning. Below is an example of what it might look like for a theme to emerge in an Preschool classroom, as taken from Peggy L. Martalock’s article, “What is a wheel?” The Image of the Child: Traditional, Project Approach, and Reggio Emilia Perspectives.

David and Mariah co-teach a class of 4- and 5-year-olds in a preschool that integrates principles of the Reggio Emilia approach.

They notice that the small cars and trucks in the classroom are very popular with children. David and Mariah take pictures of how

children use the cars and trucks. They write down some of the arguments between the children that arise because everyone wants

to play with them at the same time. David and Mariah reflect together and wonder what it is about cars and trucks that make them

so interesting to children. They invite children to choose a car or truck that they like and using ink-pads, make tracks on large pieces

of paper. While the children are working, the teachers prompt discussion with comments such as, “Tell me about your car.” or “What

do you like about that car?” David and Mariah write down the children’s responses and notice that nearly every child included a comment

about the wheels or about how the car moved. David and Mariah hypothesize that it might be the wheels and the quality of movement

that make the cars and trucks so interesting. They wonder what the children know about wheels. This becomes the beginning of a

project about wheels.

Through observation of children’s interests the teachers were able to create a theme on wheels which can lead to multiple learning experiences.

Roles

What is the image of the child? This question is frequently asked in terms of thematic work. “The image includes how people think about children’s capabilities. development, motivations, purpose, and agency” (Martalock, 2010).

Teachers must reflect on their image of a child because “that perspective [directly] affects the decisions teachers make every day in their classrooms” (Martalock, 2010). Role of the teacher in thematic work is to first and foremost recognize children’s developmental abilities, interests, questions, and ideas (Martalock, 2012). Teachers must also develop hands-on learning activities where children can work through problems. Teachers are to support children in finding answers and to understand deeper meanings within a theme (Martalock, 2012). In thematic work teachers have a large responsibility to be learners and researchers themselves (Martalock, 2012).

A child’s role in thematic work is fairly simple and that is to be curious, competent, hands-on learners who are motivated to communicate and engage in society (Martalock, 2012). Children are to be capable of exploring complex and abstract ideas and to gain knowledge through interactions with peers and adults (Martalock, 2012). Children are naturally curious about the environment around them and are always seeking ways to “test the waters”; if we let them, they will learn through their own active engagement.

Outcomes

According to many studies, “project based education had [resulted] in positive impacts on children’s personality development, cognitive development, motor development, language development, social/emotional development, and self-care abilities” (Bicakci & Gursoy, p. 379). The following researchers have discovered positive impacts on children’s development through the use of project-based learning; Dungy et al., 2002; Kim et al., 2001; Helm and Katz, 2001; Katz and Chard, 2000; Kucharski et al., 2005; Helm, 2003 and many others.

Developmental Outcomes from Thematic Learning

Social Competence

Interpersonal Skills

Collaborative Problem Solving

Evaluative Processes and Inquiry

Cause and Effect

Expressive and Receptive Language

Awareness of Print and Pictures

Experimenting with Drawing and Writing to Convey Understanding

Criticisms of Thematic Learning in Early Childhood Education

As with any educational model there are criticisms of thematic learning within early childhood education. Some have concerns that children will not learn the necessary academic readiness skills required for moving into Kindergarten. This is understandable due to a greater emphasis on the process of learning versus the product of what is being learned. Thematic learning seems to some to be the lesser of teaching methods. There is also concern about mathematics in thematic learning due to the fact that mathematics is more skills-based in the early levels of education. Questions are then raised such as, if these skills are not overtly being addressed or practice are they being learned. One of the greatest criticisms in thematic learning is how to assess learning or progress. Traditional standardized measures are not the most appropriate methods for evaluating students learning.

References

1. Martalock, P. L. (2012). What is a wheel? The image of the child, traditional, project approach, and reggio emilia perspectives. Dimensions of Early Childhood, 40:3, 3-11.
   
2. Broadhead, P. (2001). Curriculum change in Norway: thematic approaches, active learning and pupil cooperation--from curriculum design to classroom implementation.Scandinavian Journal of Educational Research, 45:1, 19-36.
3. Dungi, D., Sebest, H., Thompson, A., & Young, L. (2002). The apple project. Early Childhood Research and Practice, 4:2, 75-93.
4. Hafenstein, T. B. (2013). An integrated-thematic curriculum for gifted learner. Roeper Review, 19:4, 196-203.
5. Helm, J. H. (2003). Project approach catalog 4: Literacy and project work by the project approach study group. Look! See how they are learning eds. Early Childhood and Parenting Collaborative, Ubrana: University of Illinois, 1-31.
6. Helm, J. H. and Katz, G. L. (2001). Young investigator: The project approach in the early years. New York and London: Teacher Collage Press.
7. Holt, L. & Krall, F. (1976). Thematic approach to curriculum development. The Clearing House, 50:4, 140-143.
8. Kucharski, G. A., Rust, J. O., & Ring, T. R. (2005). Evaluating of the ecological, futures, and global (EFG) curriculum: A project based approach. Education, 125:4, 652-668.
9. Katz, G. L., and Chard, S. (2000). Engaging children’s minds: the project approach connecticut. Stanford: Ablex Publishing Corporation.
10. Kim, H., Park, E., & Lee, J. (2001). All done! Then into a trashcan?: Displaying and using children’s art projects. Early Childhood Education, 29:1, 41-50.