Sample Critique of a Peer Reviewed Science Thematic Unit for Kindergarten
Further Study on Implementing Thematic Teaching in Preschool: A Needs Analysis Research ()
Diani Mardiana Mat Zin, Suziyani Mohamed, Kamariah Abu Bakar, Nurul Khairani Ismail
Kinesthesia of Education, Universiti Kebangsaan Malaysia, Selangor, Malaysi.
Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Malaysia.
DOI: x.4236/ce.2019.1012214 PDFHTML XML 742 Downloads two,248 Views Citations
Abstract
Thematic teaching has been introduced through the Malaysian Preschool Education Curriculum Guidelines ( KPM, 1993) since 1993. This research is a preliminary review aimed at looking at the need to conduct farther studies on the implementation of thematic teaching and to decide the focus of the enquiry. This research explores the current understanding and do of viii teachers from 8 preschools in Selangor and Negeri Sembilan in implementing thematic educational activity. Data collected for this inquiry was based on document assay, observations, and interviews. Findings of the research show that there were various levels of understanding and methods employed in implementing thematic pedagogy in the selected preschools. Teachers' understanding is divided into several categories: 1 ) understanding thematic educational activity as curriculum; 2 ) agreement thematic teaching equally an arroyo; 3) the minimum agreement of thematic teaching; and 4 ) no understanding of thematic teaching at all. In terms of planning, only ii of the teachers integrated thematic didactics in their almanac, weekly, and daily lesson plans. The findings on the implementation of thematic didactics also show that teachers: ane ) used thematic education as the basis of the curriculum; ii ) applied thematic pedagogy as one of the education approaches; iii ) used thematic education based on the requirements of the teaching and learning; and four ) had not used thematic teaching. This finding supports the need for further inquiry on thematic teaching. A detailed research on the implementation of more applied and friendly thematic education for teachers that also fulfills the principles of implementation of such teaching and the overall developmental needs of children should be undertaken.
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Zin, D. , Mohamed, S. , Bakar, K. and Ismail, Northward. (2019) Further Study on Implementing Thematic Educational activity in Preschool: A Needs Analysis Research. Creative Didactics, 10, 2887-2898. doi: 10.4236/ce.2019.1012214.
1. Introduction
Children undergo periods of rapid development in their physical, emotional, spiritual, cognitive and social aspects. They acquire past interacting with their concrete and social environments (Dzainudin, Yamat, & Yunus, 2018). As such, meaningful social and environmental stimuli are necessary to promote the optimal development of children appropriate to their individual ages, interests, and abilities. Constructive, meaningful, and enjoyable preschool learning experiences provide children with the skills, confidence, and positive attitudes in training for entry into formal schooling and lifelong education (Rohaty Mohd Majzub, 2003). Mohd Majid Konting & Mokhtar Haji Nawawi (2009) annotation that teaching is eased and becomes more effective when appropriate teaching strategies, methods, and practices are used. 1 of the instruction approaches to promoting children's learning is theme-based teaching. The approach which is based on Appropriate Developmental Practices is also recommended for implementation in the national curriculum in Malaysian preschools (KPM, 1993, KPM, 2010, KPM, 2016). Thematic teaching is an ideal arroyo for children as information technology is an integrated curriculum (Driscoll & Nagel 2008) that integrates a variety of approaches, teacher instruction strategies, subjects, learning goals, children's skills, and development goals in a holistic and balanced way.
1.1. Thematic Teaching
Thematic education is ane of the ways of planning and organizing the implementation of early childhood instruction curriculum. It is based on managing a curriculum around an thought or topic (Arce, 2000; Driscoll & Nagel, 2008) that is relevant to the fourth dimension, place, interests, backgrounds, and level of development of the child (KPM, 2016). Jackman (2001) further explains that this arroyo focuses on simply 1 theme or topic at a time. This process allows in-depth learning to take place. Thematic teaching is 1 way of integrating the curriculum as it is a medium that incorporates its various aspects. In conclusion, thematic didactics is a way of managing the curriculum across and incorporating a variety of subjects, teaching techniques, didactics methods, teaching approaches, learning aids, children's activities, and learning spaces organized effectually a single theme at a time to promote the overall development and skills of children.
Wortham (2006) outlines three strategies for implementing thematic education in early on babyhood teaching. These strategies are: 1) thematic educational activity every bit the basic framework of the curriculum; 2) thematic teaching every bit ane of the teaching approaches; and 3) thematic didactics every bit a didactics resource based on the current needs of the activity. Implementing thematic teaching as the bones framework of the curriculum, otherwise known every bit thematic curriculum, requires teachers to design all aspects of the curriculum such as lesson planning, didactics strategy selection, teaching aids, and child-centered learning activities throughout the year. Implementation in this aspect encompasses the unabridged activity of the children in instruction and learning sessions throughout the day. This strategy requires teachers to brand yearly, weekly, and daily planning thematic plans.
The second strategy is to implement thematic education as a single approach and is commonly known as the thematic arroyo. Such a strategy is used where teachers are constrained in designing and implementing thematic teaching for the unabridged programme as they are leap by existing curriculum requirements. In this situation teachers do not have much opportunity to plan the unabridged programme and, every bit such, can however program the implementation of thematic approaches in a particular field of study or activity.
The third strategy for implementing thematic teaching is to use the theme as a learning resource. This strategy is used in the same way every bit the implementation of the second strategy, which is in the context of the existing rigid curriculum that must exist adhered to as a whole and for use by novice teachers who wish to implement thematic didactics in stages. Thematic instruction in this state of affairs is employed when a particular issue occurs. For example, celebratory themes are implemented subsequently Hari Raya, holiday themes after school holidays, local fruit themes are implemented during the fruit season, and at other appropriate times.
1.ii. Thematic Teaching in Malaysia
Malaysian education policy involves gearing early childhood education towards developing human majuscule through teaching and learning methods that prioritize experiences, active engagement, safety, and enjoyment (KPM, 2016). In practical terms, the policy is translated through the Malaysian National Preschool Standard Curriculum (NPSC) that aims at developing the comprehensive and integrated potential of four- to six-year-olds in the physical, emotional, spiritual, intellectual, and social domains in a safe, nurturing, creative, and meaningful fun-based learning environment (KPM, 1993; 2009; 2016). Ane of the suggested teaching and learning methods in this strategy is thematic teaching.
Thematic education was introduced through the preschool curriculum since 1993 (KPM, 1993). Through this national curriculum, thematic teaching is implemented as one of the teaching approaches. Afterward, through a review of the curriculum in 2009, the implementation of the thematic approach was improved. In 2010, preschool pedagogy and learning sessions were conducted through two modules, namely basic modules (comprising language subjects, Islamic education, moral education, mathematics, and outdoor activities) and thematic modules. In full general, the bones modules emphasize goals for early literacy in the children's academic skills (reading, counting, writing, and reasoning), Islamic educational activity, and outdoor activities. The basic and thematic modules are provided with separate time allocations that do not involve integrating bookish and non-bookish skills. Thematic modules are integrated based on a topic or theme. The NPSC as revised in 2016, maintained support for thematic educational activity in preschools just also emphasized a project-based approach and the implementation of teaching through learning centres.
2. Problem Argument
Reflections and improvements are necessary to ensure that the curriculum for early babyhood instruction remains at the optimal level. Nevertheless, Norliah Kasim (2014) states that the national preschool standard curriculum notwithstanding has room for improvement. Mariani Mohd Nor (2006) notes that learning materials, an surroundings that stimulates children's learning, advisable activities, and teachers are important factors in influencing childhood development. As such, managing these factors well will significantly contribute to the optimal overall development of children.
Preschool activities that take into account the holistic development of children using the principles of Appropriate Developmental Practices have not been fully implemented. Teaching and learning methods that are oriented more than to the development of academic skills alone have dominated many preschool classes in Malaysia. A number of before studies has found that the accent of most preschools (Saayah Abu, 2004; Lee, 2005; Bakar, 2009) and parents (Rohaty Mohd Majzub, 2003; Sharifah Nor Puteh, Manisah Mohd Ali, Norshidah Mohd Salleh, & Aliza Alias 2009; Lu Chung Mentum, 2015) are solely on academic achievement to the neglect of children'south basic needs through activities which help ensure their balanced development. In preschool pedagogy and learning, teachers should prefer a variety of approaches in accordance with the principles and practices of child development. Most preschool practices such as summative testing, bookish development approaches using workbooks and worksheets, inflexible activity schedules, and loftier levels of classroom discipline that hinder children's movements practice not back up Advisable Developmental Practices that contribute to their development in a holistic manner (Brewer, 2004).
The National Preschool Standard Curriculum recommends the use of a variety of teaching approaches to amend the quality of early childhood didactics, and one of them is thematic educational activity. Thematic education is a curriculum-based approach that can serve as a medium for implementing preschool teaching programmes and methods equally well as in integrating various learning and skills goals. The strategy of implementing the most effective thematic approach according to Wortham (2006) is to use themes as a basis for the overall curriculum. While implementing thematic teaching equally one of the approaches is more difficult to implement and less impactful for children. The strategy of implementing thematic teaching as the basis of the overall curriculum has been widely applied in early childhood pedagogy away.
Based on the knowledge gaps, lack of thematic teaching understanding, mechanisms of implementation of thematic teaching and the challenges of implementing thematic approaches, researchers accept plant that in that location is a need to explore whether further studies on the implementation of such teaching are nonetheless relevant. As it stands, studies on the implementation of thematic approaches are nevertheless defective in Malaysia (Kon Chon Min, Abdullah Mat Rashid, & Mohd Ibrahim Nazri, 2012) although their implementation has been recommended in the National Preschool Standard Curriculum since 1993.
3. Purpose of the Research
This enquiry is aimed at exploring the implementation of thematic teaching in Malaysia as it has been recommended for the national curriculum since 1993. Further, the findings of this research will justify the need for further research into the implementation of thematic teaching in preschools and assist determine the focus of the research.
Methodology
This research involves qualitative data collection through document analysis, observation, and interviews. Eight teachers from different preschools instruction 5-year-olds were involved in this study. Two teachers, SP1 and SP2, didactics in government preschool while the other six teachings in non regime preschool.
iv. Results
four.1. Teachers' Understanding of Thematic Teaching (Table 1)
Through interviews, all research participants admitted to referring to the NPSC except PK6 who had never used information technology. PK1, PK2, PK7, and PK8 understood the meaning of thematic teaching. Examples of PK1's words:
'We use the theme ... since morning chat itself we have already informed the kids about the theme ... after that, for that week we talk about the theme' ... (LATMPK1, 2017)
PK3, PK4, PK5, and PK6 understood themes equally topics in children's workbooks used during the education and learning sessions. Examples of PK5's words are equally follows:
"... yes … if it's like the themes in the book ..." (LATMPK5, 2018)
Overall, PK1, PK2, PK7, and PK8 had a skillful understanding of thematic teaching while PK3, PK4, and PK5 but understood the basics of thematic teaching. They understood themes every bit topics in children's workbooks. PK6, on the other manus, never knew about thematic teaching. PK6 never refers to the national curriculum every bit he does not have whatever qualifications in early on childhood pedagogy. PK3, PK4, PK5, and PK6 did not understand the concept of integration of learning which forms 1 of the main principles in the implementation of thematic teaching. PK1 and PK2 understood aspects in the integration of learning
Table ane. Usage of NPSC among research participants.
only do not apply them because school schedules are designed according to separate learning slots. The study found that simply PK7 and PK8 understood and applied the concept of integrated learning as the main principle of thematic teaching. Overall, the study participants' understanding of thematic pedagogy needs to exist improved.
4.2. Thematic Education Planning Practices (Table 2)
PK1, PK2, PK5, PK7, and PK8 prepared long-term planning (LAADPK1, 2017, LAADPK2, 2019, LAADPK5, 2018, LAADPK7, 2018, LAADPK8, 2019). Withal, PK5 prepared long-term planning based on the titles of children's workbooks. Only PK7 and PK8 integrated learning areas in long term planning. PK1, PK2, and PK5 had daily planning based on separate learning areas or subjects. PK3, PK4, and PK6 did not create thematic long-term planning (LAADPK3, 2017, LAADPK4, 2018, LAADPK6, 2019). The content of learning is adamant entirely by the titles in the children's workbooks. PK4 shows the workbook when requested to view long-term planning, weekly and daily thematic planning.
In terms of weekly planning, PK1, PK2, PK5, PK7, and PK8 prepared thematic weekly plans (LAADPK1, 2017, LAADPK2, 2019, LAADPK5, 2018, LAADPK7, 2018, LAADPK8, 2019). However, merely PK7 and PK8 using web themes in weekly planning every bit suggested past early on babyhood educators such as Brewer (2004), Jackman (2001, 2009), Wortham (2006), and Driscoll & Nagel (2008).
In terms of writing a daily planning, simply PK1, PK2, PK7, and PK8 included the complete aspects of daily thematic programmes such equally themes, subthemes, learning goals, and the developmental domains of the involved children. However, PK1 and PK2 used themes every bit an approach to divide the pedagogy and learning sessions into basic and thematic modules that were implemented separately. The basic module is emphasized at the beginning of the school session. The thematic modules on the other hand are simply emphasized following the completion of the basic module. In this situation teachers cannot integrate the subjects and skills that children need to chief through an activity. PK7 and PK8 planned their teaching and learning process based on thematic activities by integrating all aspects of the curriculum. PK3, PK4, PK5, and PK6 did not codify a fully-thematic daily planning.
Overall, observations of the teachers' daily planning testify that some did not plan their lessons. There were also teachers who were not however qualified to write daily plans in regard to the planning and implementation of thematic teaching, designing various education methods, planning children's activities, designing a diverseness of pedagogy aids, and planning the integration of subjects and skills.
four.three. Implementation of Thematic Teaching (Table three)
The findings show that the written report participants practiced various means of implementing thematic teaching. PK1, PK2, and PK5 implemented information technology as 1 of the teaching approaches (LAPMPK1, 2017, LAPMPK2, 2019, LAPMPK5, 2018, LATMPK1, 2017, LATMPK2, 2019, LATMPK5, 2018). PK1 and PK2 implemented
Table two. Teaching planning practised past research participants.
Table 3. Implementation of thematic instruction practised past research participants.
the modular curriculum, which is taught through basic modules that focused on academic skills (reading, counting, writing, and reasoning) and thematic modules that focused on the implementation of activities through a planned theme. PK7 and PK8 implemented thematic teaching as the basis of the curriculum (LAPMPK7, 2018, LAPMPK8, 2019, LATMPK7, 2018, LATMPK8, 2019) while PK3 and PK4 used themes merely as needed (LAPMPK3, 2017, LAPMPK4, 2018, LATMPK3, 2017, LATMPK4, 2018). PK6 never used themes during the teaching and learning procedure in their preschools (LAPMPK6, 2019, LATMPK6, 2019).
5. Give-and-take
This written report plant iv categories of participants' understanding of thematic education namely, one) understanding thematic teaching equally curriculum, 2) agreement thematic teaching every bit an approach, 3) understanding thematic pedagogy at a minimum, and 4) non understanding thematic teaching. The instructor's understanding of a concept is a key factor in the success of any curriculum agenda. Before studies take extensively discussed this finding. Many early childhood educators have been unable to implement proposed changes of the National Preschool Standard Curriculum including thematic teaching due to poor teacher understanding. Although having a good understanding of preschool curriculum, they are still unclear on its methodology including the proposed thematic teaching (Sharifah Nor Puteh & Aliza Ali, 2012). In addition, Abd Salam (2013) noted that they did not have adequate noesis to practice during teaching and learning session. Teachers' limited understanding of a concept makes it difficult to implement the teaching and learning process (Nutbrown, 2006).
In terms of thematic planning, diverse methods are used in the planning merely every bit in that location are many different methods of implementation. Experts advise that thematic planning begins with a thematic long-term planning (Essa, 2011). To brainstorm with, themes can exist planned on a monthly basis and then adult around the interests of the children and teachers. The monthly themes can then be refined based on the weekly plan. Early childhood educators propose thematic weekly plans built using the thematic web (Jackman, 2001, 2009; Brewer, 2004; Wortham, 2006; Kostelnik, Soderman, & Whiren, 2011). The use of a web-themed mind map makes it easy for teachers to contain a variety of subjects, learning goals, children'due south skills, various activities, and other aspects of planning into one infinite. Nonetheless, only PK7 and PK8 applied thematic designs as suggested past the experts. According to Dewey, learning becomes more meaningful when the content of learning is planned and integrated with the curriculum and education (Wortham, 2006). Norsita (2014) similarly noted that teachers were less skilled in designing teaching.
In the aspect of pedagogy implementation, various means of implementing thematic education were noted. This result is similar to Wortham's. Wortham (2006) proposes three ways of implementing thematic didactics, namely, one) theme as the basic medium of the curriculum, two) theme as one of the learning approaches, and 3) theme as a resource according to need.
PK7 and PK8 implemented thematic teaching in their curriculum as well every bit the concept of integrated learning throughout the teaching procedure. Through this strategy, thematic teaching becomes the basis of the overall curriculum implemented in the preschools. The activities related to a theme are planned from the fourth dimension the children arrive at preschool to when they leave. The thematic-based activities included routine activities (circumvolve fourth dimension, snack time, mealtimes), learning activities (various teaching strategies, employ of various teaching materials, learning space) and outdoor activities (concrete activities, gratuitous play), and Islamic didactics. This implementation of thematic teaching as a curriculum base is about constructive in providing children with greater opportunities for deeper agreement by linking concepts to learning (Wortham, 2006).
PK1, PK2, and PK5 used thematic teaching every bit 1 of the approaches. Such an approach is implemented when a preschool does not practice the thematic teaching as an overall curriculum. Thematic teachings are implemented through specific learning areas, through dedicated slots, or during special events. Thematic instruction every bit an approach is also conducted in the preschool setting with the existing schedule and planning and teachers have a minimal role in instruction implementation. This implementation strategy is also practiced by government preschool teachers through the NPSC in Malaysia. All the same, Wortham (2006) argues that this strategy is more than difficult to implement than the thematic teaching as the basic medium of curriculum implementation.
Participants in other studies applied thematic teaching as a resource co-ordinate to their needs. This strategy involves the use of minimal themes and is applied to the needs of the teachers' pedagogy and learning process. In these situations, thematic teaching is not used ofttimes. Preschools that emphasize academic development that is not balanced and do non implement Appropriate Developmental Practices tend to use such thematic teaching. This makes it difficult for teachers to integrate thematic teaching through strategies such every bit using a diversity of subjects, pedagogy approaches, learning materials, children'due south activities, and learning spaces.
Apart from the three strategies for implementing thematic teaching, there were also enquiry participants such equally PK6 who had never used thematic teaching. The majority of teachers in this preschool had no knowledge of thematic educational activity. They did not refer to the national curriculum as the main source for their education and learning sessions. In addition, preparation for the teachers's professionalism evolution were non well planned by the management of the preschools thus leaving them with piddling or no pedagogical knowledge.
In the context of authorities preschool in Malaysia (PK1 and PK2), through a curriculum review in 2010, preschool teaching and learning processes were implemented through two modules, namely basic modules (comprising language subjects, Islamic educational activity, moral teaching, mathematics and outdoor games) and thematic modules. Mostly, the basic module emphasizes goals for early literacy in children'southward academic skills (reading, counting, writing and reasoning), Islamic didactics and outdoor games. This means that thematic lessons are taught separately through different special sessions and practise not involve integration of academic and non-academic skills. Thematic modules centered around a topic or theme. These include activities for physical, emotional, spiritual, cerebral and social domains of children'south development. However, through a revision of the National Preschool Standard Curriculum in 2016, the fourth dimension allocated for thematic approaches was reduced to allow teachers to implement teaching through project and learning centre approaches. In non government preschool, they accept autonomy in implementing teaching and learning activities co-ordinate to their own curriculum although they are withal subject to the national curriculum.
Overall, the findings evidence that there is diversity in the aspects of understanding, planning, and implementation of thematic educational activity in the daily exercise of the research participants. Notwithstanding, the nearly effective strategy for implementing thematic didactics according to Wortham (2006)is to use them equally the basis of the overall curriculum. Thematic teaching every bit one of thematic approaches is more than difficult to implement and is less impactful for children. Strategies for implementing thematic teaching every bit the framework of the overall curriculum have been widely applied in early childhood education abroad likewise as been suggested by Jackman (2001, 2009), Brewer (2004), Wortham (2006), Essa (2011), Kostelnik, Soderman and Whiren (2011), and Gestwicki (2014). These multifariousness results of understanding, planning, and implementation of thematic teaching in this research justify the demand for further research on the best practices in thematic teaching. Further, studies on the implementation of thematic teaching are still defective in Malaysi (Kon Chon Min, Abdullah Mat a Rashid, & Mohd Ibrahim Nazri, 2012) although thematic pedagogy has been among the recommendations of the National Preschool Standard Curriculum since 1993. It is hoped that further studies to be undertaken volition propose the ideal practices in thematic teaching that are advisable and relevant to the Malaysian cultural context.
Conflicts of Interest
The authors declare no conflicts of interest regarding the publication of this paper.
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