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 further studies on the implementation of thematic teaching and to determine the focus of the research. This research explores the current understanding and practice of eight teachers from eight preschools in Selangor and Negeri Sembilan in implementing thematic teaching. Data collected for this research was based on document analysis, observations, and interviews. Findings of the research show that there were various levels of understanding and methods employed in implementing thematic teaching in the selected preschools. Teachers’ understanding is divided into several categories: 1) understanding thematic teaching as curriculum; 2) understanding thematic teaching as an approach; 3) the minimum understanding of thematic teaching; and 4) no understanding of thematic teaching at all. In terms of planning, only two of the teachers integrated thematic teaching in their annual, weekly, and daily lesson plans. The findings on the implementation of thematic teaching also show that teachers: 1) used thematic teaching as the basis of the curriculum; 2) applied thematic teaching as one of the teaching approaches; 3) used thematic teaching based on the requirements of the teaching and learning; and 4) had not used thematic teaching. This finding supports the need for further research on thematic teaching. A detailed research on the implementation of more practical and friendly thematic teaching for teachers that also fulfills the principles of implementation of such teaching and the overall developmental needs of children should be undertaken.
Highlights
Children undergo periods of rapid development in their physical, emotional, spiritual, cognitive and social aspects
This research is aimed at exploring the implementation of thematic teaching in Malaysia as it has been recommended for the national curriculum since 1993
Examples of PK5’s words are as follows: “... yes ... if it’s like the themes in the book ...” (LATMPK5, 2018) Overall, PK1, PK2, PK7, and PK8 had a good understanding of thematic teaching while PK3, PK4, and PK5 only understood the basics of thematic teaching
Summary
Children undergo periods of rapid development in their physical, emotional, spiritual, cognitive and social aspects. They learn by interacting with their physical and social environments (Dzainudin, Yamat, & Yunus, 2018). One of the teaching approaches to promoting children’s learning is theme-based teaching. The approach which is based on Appropriate Developmental Practices is recommended for implementation in the national curriculum in Malaysian preschools (KPM, 1993, KPM, 2010, KPM, 2016). Thematic teaching is an ideal approach for children as it is an integrated curriculum (Driscoll & Nagel 2008) that integrates a variety of approaches, teacher teaching strategies, subjects, learning goals, children’s skills, and development goals in a holistic and balanced way
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