Teachers’ knowledge and practice in implementing the thematic approach in pre-school

Abstract

This is an initial study which preceded the implementation of a 4-phase collaborative action research using the Mac Naughton & Hughes model. The purpose of this study is to explore the existing knowledge and practice of teachers in implementing a thematic approach in the planning and implementation aspect of the learning and facilitation process (PdPc). This early observation involved five teachers from different pre-schools. The data collected in a field study was through observation and interview. Critical observation was based on comparison between two pre-schools as the benchmark. Observation and interview of research participants found that teachers of the two pre-schools had no in-depth understanding of the thematic approach even though they admitted to using the National Pre-school Standard Curriculum (Kurikulum Standard Prasekolah Kebangsaan or KSPK). Two teachers made annual theme-based planning and only one made daily theme-based planning. Three other teachers did not make annual theme-based planning but used topics in workbooks as themes. All teachers arranged their schedule for child learning based on separate subjects. All teachers frequently used a one-way teaching method, lacked variety in teaching methods and stressed on academic development, while use of textbooks and worksheets prevailed. This situation showed that the principle of thematic teaching was unfulfilled, that is, teachers did not combine various subjects and knowledge, child skills, variety of learning styles as well as child development domains appropriate to age and ability. Research findings gives input to researchers to make changes and improvements to teaching practice in implementing the thematic approach through collaborative action research. A Guideline for Implementation of Thematic Approach is required to assist and guide other teachers on how to begin the process of implementing the thematic approach. IAEME Publication.