{"id":181,"date":"2019-06-03T08:41:52","date_gmt":"2019-06-03T08:41:52","guid":{"rendered":"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/?post_type=chapter&#038;p=181"},"modified":"2019-06-03T08:51:01","modified_gmt":"2019-06-03T08:51:01","slug":"the-child-in-ecce-classroom-integrated-learning-thematic-learning-play-way-method-of-learning","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/chapter\/the-child-in-ecce-classroom-integrated-learning-thematic-learning-play-way-method-of-learning\/","title":{"rendered":"The child in ECCE classroom, integrated learning, thematic learning, play way method of learning"},"content":{"raw":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/KxWaAaT9Rko\" target=\"_blank\" rel=\"noopener\"><img src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a>\r\n<\/span><\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<div>\r\n\r\n<strong>1 Introduction<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Children have to be moulded in the right direction at the young age; whatever they learn during this period will be embedded in their mind, if learning is in proper direction, will be the foundation for further learning; if the learning is without proper guidance, however hard the parents or care givers or educators try, it is difficult to correct in the later years. Thus the parents, teachers, classroom, method of teaching\/ learning and the instructional materials used to play a prominent role in child\u2019s learning process. Since it is the first time children are coming out of home, everything is new to them. They require a proper orientation about the world he enters for which ECCE centres, people with whom they come into contact and activities they do in ECCE centres in order to make the children comfortable; so as to have good basic foundation, progress in learning which enables all the domains of the development qualitative.<\/p>\r\n&nbsp;\r\n\r\n<strong>Learning objectives<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">By learning this lesson the students are able to understand:<\/p>\r\n\r\n<ul>\r\n \t<li style=\"text-align: justify\">how the child experiences in ECCE classroom<\/li>\r\n \t<li style=\"text-align: justify\">the kind of learning children have such as integrated, thematic and play way method of learning.<\/li>\r\n<\/ul>\r\n<strong>2 The child in the ECCE classroom<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">In recent times it can be noted that too many children enter formal school inadequately prepared for learning. This lack of preparedness has led children not being able to understand learning goals, high rates of school dropout and more so children falling behind the optimal progress line. Further, if children have to succeed and be ready for formal school, it is required that early childhood services are provided to children which cater to holistic developmental needs. The bottom line is that \u201cA child forms the crux of the classroom in any early childhood centre\u201d. Therefore, it is essential to understand the child\u2019s psychology, the level of child\u2019s development, the early education process, the environment i.e., kind of classroom, and kind of\u00a0<span style=\"text-align: initial;font-size: 1em\">education practices along with best facilities for care. All these aspects together form a child centric practice, which are key to achieve the best in a child.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">If metaphorically, a child was to be considered a blank slate and the classroom experience, the writing medium, most of what the child understands and relates to is built through early experience. Foundations are set in the classroom. However, one cannot overlook the biological environment. The early childhood classroom must attempt to bring together the child\u2019s family and facilitating individuals to enable the child\u2019s learning and development.<\/p>\r\n&nbsp;\r\n\r\nChildren in the early childhood classroom possess many roles:\r\n<ul>\r\n \t<li style=\"text-align: justify\"><strong>Learner: <\/strong>the child is the primary learner in the classroom. All that is designed, developed and organised, facilitates the building of scaffolding for further structuring. It is at the classroom that most of his learning takes place with the help of skilled professionals. The home forms a means of constant reinforcement only when the classroom and home come in to active contact.<\/li>\r\n \t<li style=\"text-align: justify\"><strong>Explorer: <\/strong>While learning and even before learning, children explore spaces and object to feed their inquisitive minds. The mere wandering of the mind, leads to incidental learning in an active classroom. Research has strong evidence to support that less rigid evironment of learning, provide for exploration.<\/li>\r\n \t<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Initiator of learning: <\/strong><span style=\"text-align: initial;font-size: 1em\">With exploration a child initiates his learning. An observant early childhood professional will promote exploratory learning, to fuel the building mind. To promote anatomy in thought and to build on skills of early analysis and reasoning, children should be allowed to direct and initiate the learning in a classroom.<\/span><\/li>\r\n \t<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Social existence: <\/strong><span style=\"text-align: initial;font-size: 1em\">Every classroom is a model of social existence. It is here, where many learners come together, to gather ideas: ideas of the world. A child develops theory of mind with relation to other social existence. Social development routes to emotional development and in turn connects to cognitive development. Each child is a model himself and other learners in the classroom also form social models, to help in mutual learning. The early childhood professional,\u00a0<\/span>aids in the social development process and also navigates the child\u2019s learning process. Marbina, Church and Tayler, (2011), consider the following practises \u201cchild friendly\u201d and emphasize the need for the below stated in the ECCE classroom<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div>\r\n<ul>\r\n \t<li><strong>Research in brain development and neuroscience proves that early experiences in learning predict positive future outcomes<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">Genetics\u00a0 play\u00a0 an\u00a0 important\u00a0 role\u00a0 in\u00a0 nature\u2019s\u00a0 selective\u00a0 process;\u00a0 however\u00a0 a\u00a0 child\u2019s experiences in the early childhood classroom promote and partially determine brain development. Research indicates ways of learning in a major stimulating classroom as a major promoter of brain development.<\/p>\r\n\r\n<ul>\r\n \t<li style=\"text-align: justify\"><strong>Play way of learning<\/strong>: Learning takes place best in the language children understand best, i.e., play, the development of cognitive skills and knowledge takes place through play. Early childhood professionals need to understand the meaningful need of play in the early years, to aid in building of concepts through the medium of play.<\/li>\r\n \t<li><strong>Equilibrium between child-directed play, guided play and adult-led learning is essential<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">Self-directed\u00a0 learning,\u00a0 facilitated\u00a0 learning\u00a0 and\u00a0 instructed\u00a0 learning\u00a0 allows\u00a0 for\u00a0 holistic learning. The child and the teacher, both of whom form the crux of the classroom, come together to integrate learning to yield the best of the cognitive process.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>Teaching and learning by means of integration is most effective when it caters to the chil<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">Identification and response to impulsive teaching moments in the classroom by early childhood professionals, achieve the best outcomes. Integrating methods and curriculum to suit the immediate needs in a classroom requires skills and a deep understanding of how learning takes place in early years.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>A curriculum that flexes itself to cater to individual needs in a classroom predicts positive outcomes.<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">Every individual learns differently as supposed to their cognitive abilities and early stimulation. Learner\/ child centred practices allows a child to explore and experience without inhibition.<\/p>\r\n\r\n<ul>\r\n \t<li style=\"text-align: justify\"><strong>Active interaction by early childhood professional with children contributes to a good early education foundation.<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">Observing,\u00a0 listening,\u00a0 interacting,\u00a0 encouraging,\u00a0 guiding \u00a0and\u00a0 constructive\u00a0 feedback contribute to better and enhanced learning. This also calls for early childhood professionals to play an active and facilitative role in a child\u2019s learning.<\/p>\r\n\r\n<\/div>\r\n<div>\r\n<ul>\r\n \t<li><strong>Early childhood professionals need to reflect on their practice<\/strong><\/li>\r\n<\/ul>\r\nA reflective practice keeps an early childhood professional informed of his\/her work.\r\n\r\n&nbsp;\r\n\r\nThis reflection should include effective planning, execution, observations and learning in the classroom. This will allow to build on strengths, mend flaws and strengthen abilities facilitate the child better in the classroom.\r\n\r\n&nbsp;\r\n\r\nv\u00a0\u00a0 <strong>Ideal classroom<\/strong>\r\n<ul>\r\n \t<li style=\"text-align: justify\">An ideal ECCE classroom should have a spacious outdoor area with equipment namely slide, swing, seesaw, built in types, horses, cycles, ears, sand pit, rope ladder which facilitates physical and motor development.<\/li>\r\n \t<li style=\"text-align: justify\">Thematic displays in the outdoor area<\/li>\r\n \t<li style=\"text-align: justify\">Display boards both inside rooms and outside area, in which pictures related to the theme, daily and weekly schedules, announcements, remarkable product of child\u2019s activity, photos and so on<\/li>\r\n \t<li style=\"text-align: justify\">Wall paintings inside the classrooms and on the walls outside<\/li>\r\n \t<li style=\"text-align: justify\">Meaningful and variety of displays of play materials\/ sand tray model\/ puppets<\/li>\r\n \t<li style=\"text-align: justify\">Wall ventilation and lighting<\/li>\r\n \t<li style=\"text-align: justify\">Availability of equipment such as TV\/ record player\/ LCD projects\/ cameras\/ mike setup<\/li>\r\n \t<li style=\"text-align: justify\">Clean and tidy bathroom and toilets<\/li>\r\n \t<li style=\"text-align: justify\">Mirror with napkins\/ combs<\/li>\r\n \t<li style=\"text-align: justify\">Purified drinking water facility<\/li>\r\n \t<li style=\"text-align: justify\">Space for children\u2019s lunch time and parents arrival and waiting<\/li>\r\n \t<li style=\"text-align: justify\">Sufficient musical instruments\/ story aids\/ play equipment<\/li>\r\n \t<li style=\"text-align: justify\">Children\u2019s library<\/li>\r\n \t<li style=\"text-align: justify\">Space for creative corner, manipulative corner, science corner, play corner, doll corner, story corner, book corner<\/li>\r\n<\/ul>\r\n<strong>3 Integrated learning<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Integrated learning makes way for exploration, accumulation, analysis and cognition in the early childhood classroom (Pigdon and Wooley, 1992) It further allows children to participate in focused and applicable learning. The integrated learning approach allows the child\u00a0<span style=\"text-align: initial;font-size: 1em\">to build connections and relationships between theme, concepts and various areas of the curriculum. Integrated learning is said to be the best way to promote analytical thinking in the early years. Much of the success of the integrated learning approach can be attributed to the rapid brain development that occurs during the early years. While, both of the integrated learning and brain development are interdependent, a conducive learning environment and teachers\/ facilitators that understand the purpose of the curriculum in the early years make the process successful completion.<\/span><\/p>\r\n\r\n<\/div>\r\n<p style=\"text-align: justify\">Drake and Burns (2004) have conceptualized two different integrated learning approaches based on their observation in the field. The claim that every educator has a variation of their understanding of integrated themes and their observation had given rise to classifications.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>Integrated learning classification<\/strong><\/li>\r\n \t<li style=\"text-align: justify\"><strong>The multidisciplinary integration<\/strong>: This approach focuses primarily of disciplines, or subjects. Each of these subjects is organized around a central theme. For example if the theme is \u2018Family\u2019, then all the activities are centered on the theme \u2018Family\u2019.<\/li>\r\n<\/ul>\r\n<a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5.png\"><img class=\"aligncenter size-full wp-image-182\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5.png\" alt=\"\" width=\"515\" height=\"331\" \/><\/a>\r\n<ul>\r\n \t<li style=\"text-align: justify\"><strong>The interdisciplinary integration: <\/strong>In this approach the teacher organizes the curriculum around common learning that occur across various disciplines\/subject. Common learning across subjects are grouped together that focus and emphasize cross disciplinary skills\u00a0and concepts. Furthermore, while the disciplines are identifiable, they assume lesser importance than that of the former stated integration approach<\/li>\r\n<\/ul>\r\n<a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-6.png\"><img class=\"aligncenter size-full wp-image-183\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-6.png\" alt=\"\" width=\"302\" height=\"280\" \/><\/a>\r\n<div>\r\n\r\n<strong>4 The thematic approach in early childhood education<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">A pedagogical method that basis itself on the \u201cselection of a theme or a topic of learning\u201d can be said to be a thematic approach. In this method, the curriculum is organized around a theme. The thematic approach as a way of teaching and learning, where in multiple areas of curriculum are linked and integrated into a theme. All of the connections, links and integration are common to a theme. The thematic approach can also be termed as a constructivist approach as it allows for construction of knowledge in both individual and social environment.<\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">This pedagogical method unifies unrelated information to facilitate learning in the early childhood classroom. It suffices the integration principle that is a vital principle of the early childhood classroom. Various educationists also call it a wholesome and holistic approach to learning. As the approach enables the child build connections between and within themes, the crucial skill of analysis and reasoning is facilitated early in life. Most phenomenon in the universe occur with existence to others, and the thematic approach facilitates thinking within and also outside the classroom.<\/p>\r\n&nbsp;\r\n\r\nBasic steps in thematic learning are:\r\n<ul>\r\n \t<li>Selection of a theme<\/li>\r\n \t<li>Duration to introduce the theme<\/li>\r\n \t<li>Plan activities related theme<\/li>\r\n \t<li>Collect resource materials related to theme<\/li>\r\n \t<li>Integrate the theme with regular schedule of the ECCE centre<\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\"><strong>\u00a0Points to keep in mind while selecting a theme<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Children learn from the crux of every experience in the ECCE classroom. ECCE personnel\/ teachers must brainstorm while selecting themes to check for:<\/p>\r\n&nbsp;\r\n\r\no\u00a0\u00a0 feasibility, so as to experience without threat\r\n\r\no\u00a0\u00a0 accessibility, so as to provide a direct experience with related materials\r\n\r\no\u00a0\u00a0 to be interesting, meaningful and worth knowing about the theme\r\n\r\no\u00a0\u00a0 complexity, able to provide a gradual experience from simple to complex\r\n\r\no\u00a0\u00a0 duration of each activity\r\n\r\no\u00a0\u00a0 age appropriateness, so as to develop developmentally appropriate concepts.\r\n\r\no\u00a0\u00a0 availability of the methods and materials to be used\r\n\r\no\u00a0\u00a0 teachers knowledge about the theme\r\n\r\no\u00a0\u00a0 possibility for assessment\r\n\r\n&nbsp;\r\n\r\nv\u00a0 <strong>Execution of the thematic approach<\/strong>\r\n<ul>\r\n \t<li style=\"text-align: justify\"><strong>Classroom setup:<\/strong> to execute a theme in the ECCE classroom, the teacher can plan a lot of theme related activities that are designed to intrigue the child\u2019s cognitive process. This will facilitate in the child to imagine as the theme is being introduced by the teacher. A\u00a0<span style=\"text-align: initial;font-size: 1em\">well set environment with lots of models and displays, means for communication between teacher and child, therefore promoting the learning experience. Classroom setups can include:<\/span><\/li>\r\n \t<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Material setup: <\/strong><span style=\"text-align: initial;font-size: 1em\">Activity areas for example manipulative corner, creative corner, story corner, science corner, block corner, doll corner; group areas such as pre KG, LKG, UKG and teaching material should be setup before children come into the classroom. This saves time and also avoids confusion during the execution process. Designated areas within the classroom can have all related materials laid out. For example: activity area can have material for the execution of a painting activity.<\/span><\/li>\r\n \t<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Wall displays: <\/strong><span style=\"text-align: initial;font-size: 1em\">Scenes related to the theme can be drawn or banners of the same can be put up to help the child \u201cfeel the experience\u201d. The same can also aid in role play or activities like dramatization. Theme display can be setup in the outdoor area, as the child enters the school, can observe, analyse and synchronize with the theme.<\/span><\/li>\r\n \t<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">3 Dimensional objects: <\/strong><span style=\"text-align: initial;font-size: 1em\">All material within the classroom need not always be on charts or drawn on boards. The use of 3dimensional object or models or live models, gives the child an interesting experience. Puppet show is the most interesting and exciting one for children.<\/span><\/li>\r\n \t<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Inviting children: <\/strong><span style=\"text-align: initial;font-size: 1em\">The children can be brought in to learning areas by the teacher. While children are brought in to the classroom, the teacher can encourage dialogue and discuss the theme as questions arise. A well set classroom can be a feast for questions and answers.<\/span><\/li>\r\n \t<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Explaining the theme: <\/strong><span style=\"text-align: initial;font-size: 1em\">Get the children to seat themselves on mats or chairs in a semicircle so as to have eye contact with all. This helps in full attention and less distraction. Teachers can start their sessions with informal dialogue or a theme related story or any literature. The introduction can be followed by planned activities and recap session at the end of the day.<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div>\r\n<ul>\r\n \t<li><strong>List of themes to be used in ECCE centres<\/strong><\/li>\r\n<\/ul>\r\n<a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7.png\"><img class=\"aligncenter size-full wp-image-184\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7.png\" alt=\"\" width=\"560\" height=\"302\" \/><\/a>\r\n\r\n&nbsp;\r\n\r\n<strong>5 The play-way method<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Of the many approaches to learning in early childhood education, the play way method moulds itself around the interest of the child. The play way method propagates the need for learning through play activities.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>Philosophy of the play-way method<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">Prochner (2002), describes the play way method to be one of the many European- styled preschool methods that were bought to India in the early 19th century as a means of philanthropic and missionary efforts. Furthermore, it also claims that these European methods were adapted as time passed to suit the Indian ideas on education.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Frobel developed the kindergarten (kindergarten in German meaning \u201cchild garden\u201d) concept as a school, for four to five year olds that focused on the needs of the child just before entering formal school. Frobel emphasized that play forms a means for children to imitate activities observed and socialize with their peer group. Stimulating activities (play) that are self-initiated was to be the best practice according to Frobel. Furthermore, the play way approach had to comprise of the child\u2019s creative thinking power, physical movements, thoughts that bring together self-image as well as educational interests.<\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\nv\u00a0 <strong>Principles of the play way method<\/strong>\r\n\r\n&nbsp;\r\n\r\nAs per Maheshwari (2013), the principles are:\r\n<ul>\r\n \t<li style=\"text-align: justify\">\u00a0An approach that builds itself on the concept of learning through activities (play activities)<\/li>\r\n \t<li style=\"text-align: justify\">Self initiated learning with little guidance from the educator\/teacher<\/li>\r\n \t<li style=\"text-align: justify\">\u00a0Being self initiated it also aids in self expression<\/li>\r\n \t<li style=\"text-align: justify\">Helps in developing an active learning environment<\/li>\r\n \t<li style=\"text-align: justify\">Provides for all the domains of development<\/li>\r\n \t<li style=\"text-align: justify\">Participation is the core and play way approaches allows for the same<\/li>\r\n \t<li style=\"text-align: justify\">Skills of memory, reasoning, and thinking promoted<\/li>\r\n \t<li style=\"text-align: justify\">\u00a0Enables multi-disciplinary and inter-disciplinary learning<\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">v\u00a0 <strong>Materials and methods in the play way approach<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">Kindergarten method uses unique visual material that are used to construct the play way system, so as to help children experience art, design, math concepts and their environment and nature. The material and methods developed and designed by Frobel were called gifts and occupations for the use of kindergarten. The \u201cgifts\u201d included a hidden meaning and just not a physical form. These gifts therefore could be used to convey the concept along with cognitive consciousness.<\/p>\r\n\r\n<ul>\r\n \t<li>Six soft, colored balls<\/li>\r\n \t<li>A wooden sphere, cube, and cylinder<\/li>\r\n \t<li>A large cube divided into eight smaller cubes<\/li>\r\n \t<li>A large cube divided into eight oblong blocks<\/li>\r\n \t<li>A large cube divided into twenty-one whole, six half, and twelve quarter cubes<\/li>\r\n \t<li>A large cube divided into eighteen whole oblongs: three divided lengthwise; three divided breadthwise<\/li>\r\n \t<li>Quadrangular and triangular tablets used for arranging figures<\/li>\r\n \t<li>Sticks for outlining figures<\/li>\r\n \t<li>Whole and half wire rings for outlining figures<\/li>\r\n<\/ul>\r\n<\/div>\r\n<ul>\r\n \t<li style=\"text-align: justify\">Various materials for drawing, perforating, embroidering, paper cutting, weaving, paper folding, modelling, and interlacing<\/li>\r\n<\/ul>\r\n<p style=\"text-align: justify\">The \u201cgifts\u201d as a series begins with simple objects and gradually progresses to the complex objects. All of these help in concept development through the environment experiences and also through teacher facilitation. Additionally, the occupations were defined to be items like paper, pencils, wood, sand, clay, straw and sticks all of which could be used for constructive activity.<\/p>\r\n&nbsp;\r\n\r\n<strong>6 Conclusion<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Parents these days have shifted focus from the need of play in early years to activities that are competitive and self-centric for their child. While the focus in current years is on readiness through rote learning of more so by the means of formal learning, play and its importance has taken a back seat. Furthermore, if a child is to learn or build on concepts and initiate the learning curve, it ought to be done in a language that he understands best and many researchers argue that the only medium is play. Arguably, while the multiple intelligence approach identifies itself as a early childhood approach, it also grooms itself around learning through play activities in the early years and activities that the child relates to. Interesting, enthusiastic and motivating classroom with various colourful equipments for integrated and thematic learning attracts parents and children to preschool which is the focal point for laying the foundation for various domains of development of the child in the qualitative path.<\/p>\r\n\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><strong>you can view video on The child in ECCE classroom, integrated learning, thematic learning, play way method of learning <\/strong><\/td>\r\n<td><a href=\"https:\/\/youtu.be\/KxWaAaT9Rko\" target=\"_blank\" rel=\"noopener\"><img class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Bibliography<\/strong>\r\n<ol>\r\n \t<li style=\"text-align: justify\">A thematic approach to teaching and learning, (2015). retrieved from <a href=\"http:\/\/www.show-me-wow.com\/a-thematic-approach\/\">http:\/\/www.show-me-wow.com\/a-thematic-approach\/<\/a><\/li>\r\n \t<li style=\"text-align: justify\">Bilat, G. (2010). Thematic approach retrieved from <a href=\"http:\/\/www.slideshare.net\/grace6671\/thematic-teaching?next_slideshow=1\">http:\/\/www.slideshare.net\/grace6671\/thematic-teaching?next_slideshow=1<\/a><\/li>\r\n \t<li style=\"text-align: justify\">Drake, S.M., Burns, R.C. (2004). Meeting standards through integrated curriculum. Retrieved from <a href=\"http:\/\/www.ascd.org\/publications\/books\/103011\/chapters\/What-Is-Integrated-Curriculum%C2%A2.aspx\">http:\/\/www.ascd.org\/publications\/books\/103011\/chapters\/What-Is-Integrated-Curriculum%C2%A2.aspx<\/a><\/li>\r\n \t<li style=\"text-align: justify\"><a href=\"http:\/\/www.earlychildhoodnews.com\/earlychildhood\/article_view.aspx?ArticleID=334\">http:\/\/www.earlychildhoodnews.com\/earlychildhood\/article_view.aspx?ArticleID=334<\/a><\/li>\r\n \t<li style=\"text-align: justify\">Maheshwari,V.K.(2012).Frobeltheplayway method. Retrieved from http:\/\/www.vkmaheshwari.com\/WP\/?p=657<\/li>\r\n \t<li style=\"text-align: justify\">Prochner, L. (2002). Preschool and Playaway in India. Retrieved from http:\/\/www.sagepub.in\/upm-data\/52415_Preschool_and_Playway_in_India.pdf<\/li>\r\n \t<li style=\"text-align: justify\">WhatareThematicTeachingandCurriculumIntegration,retrievedfrom http:\/\/www.paterson.k12.nj.us\/departments\/curr\/curriculum\/FCS-TED\/Column%20I%20NJCCCS9.1-FCS\/Thematic%20Integration%20-%20FCS.pdf<\/li>\r\n \t<li style=\"text-align: justify\">Varun, A. (2014). Thematic approach for effective communication in ECCE. International Journal of education and psychological research. Vol 3 (3).<\/li>\r\n<\/ol>","rendered":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/KxWaAaT9Rko\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a><br \/>\n<\/span><\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div>\n<p><strong>1 Introduction<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Children have to be moulded in the right direction at the young age; whatever they learn during this period will be embedded in their mind, if learning is in proper direction, will be the foundation for further learning; if the learning is without proper guidance, however hard the parents or care givers or educators try, it is difficult to correct in the later years. Thus the parents, teachers, classroom, method of teaching\/ learning and the instructional materials used to play a prominent role in child\u2019s learning process. Since it is the first time children are coming out of home, everything is new to them. They require a proper orientation about the world he enters for which ECCE centres, people with whom they come into contact and activities they do in ECCE centres in order to make the children comfortable; so as to have good basic foundation, progress in learning which enables all the domains of the development qualitative.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Learning objectives<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">By learning this lesson the students are able to understand:<\/p>\n<ul>\n<li style=\"text-align: justify\">how the child experiences in ECCE classroom<\/li>\n<li style=\"text-align: justify\">the kind of learning children have such as integrated, thematic and play way method of learning.<\/li>\n<\/ul>\n<p><strong>2 The child in the ECCE classroom<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">In recent times it can be noted that too many children enter formal school inadequately prepared for learning. This lack of preparedness has led children not being able to understand learning goals, high rates of school dropout and more so children falling behind the optimal progress line. Further, if children have to succeed and be ready for formal school, it is required that early childhood services are provided to children which cater to holistic developmental needs. The bottom line is that \u201cA child forms the crux of the classroom in any early childhood centre\u201d. Therefore, it is essential to understand the child\u2019s psychology, the level of child\u2019s development, the early education process, the environment i.e., kind of classroom, and kind of\u00a0<span style=\"text-align: initial;font-size: 1em\">education practices along with best facilities for care. All these aspects together form a child centric practice, which are key to achieve the best in a child.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">If metaphorically, a child was to be considered a blank slate and the classroom experience, the writing medium, most of what the child understands and relates to is built through early experience. Foundations are set in the classroom. However, one cannot overlook the biological environment. The early childhood classroom must attempt to bring together the child\u2019s family and facilitating individuals to enable the child\u2019s learning and development.<\/p>\n<p>&nbsp;<\/p>\n<p>Children in the early childhood classroom possess many roles:<\/p>\n<ul>\n<li style=\"text-align: justify\"><strong>Learner: <\/strong>the child is the primary learner in the classroom. All that is designed, developed and organised, facilitates the building of scaffolding for further structuring. It is at the classroom that most of his learning takes place with the help of skilled professionals. The home forms a means of constant reinforcement only when the classroom and home come in to active contact.<\/li>\n<li style=\"text-align: justify\"><strong>Explorer: <\/strong>While learning and even before learning, children explore spaces and object to feed their inquisitive minds. The mere wandering of the mind, leads to incidental learning in an active classroom. Research has strong evidence to support that less rigid evironment of learning, provide for exploration.<\/li>\n<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Initiator of learning: <\/strong><span style=\"text-align: initial;font-size: 1em\">With exploration a child initiates his learning. An observant early childhood professional will promote exploratory learning, to fuel the building mind. To promote anatomy in thought and to build on skills of early analysis and reasoning, children should be allowed to direct and initiate the learning in a classroom.<\/span><\/li>\n<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Social existence: <\/strong><span style=\"text-align: initial;font-size: 1em\">Every classroom is a model of social existence. It is here, where many learners come together, to gather ideas: ideas of the world. A child develops theory of mind with relation to other social existence. Social development routes to emotional development and in turn connects to cognitive development. Each child is a model himself and other learners in the classroom also form social models, to help in mutual learning. The early childhood professional,\u00a0<\/span>aids in the social development process and also navigates the child\u2019s learning process. Marbina, Church and Tayler, (2011), consider the following practises \u201cchild friendly\u201d and emphasize the need for the below stated in the ECCE classroom<\/li>\n<\/ul>\n<\/div>\n<div>\n<ul>\n<li><strong>Research in brain development and neuroscience proves that early experiences in learning predict positive future outcomes<\/strong><\/li>\n<\/ul>\n<p style=\"text-align: justify\">Genetics\u00a0 play\u00a0 an\u00a0 important\u00a0 role\u00a0 in\u00a0 nature\u2019s\u00a0 selective\u00a0 process;\u00a0 however\u00a0 a\u00a0 child\u2019s experiences in the early childhood classroom promote and partially determine brain development. Research indicates ways of learning in a major stimulating classroom as a major promoter of brain development.<\/p>\n<ul>\n<li style=\"text-align: justify\"><strong>Play way of learning<\/strong>: Learning takes place best in the language children understand best, i.e., play, the development of cognitive skills and knowledge takes place through play. Early childhood professionals need to understand the meaningful need of play in the early years, to aid in building of concepts through the medium of play.<\/li>\n<li><strong>Equilibrium between child-directed play, guided play and adult-led learning is essential<\/strong><\/li>\n<\/ul>\n<p style=\"text-align: justify\">Self-directed\u00a0 learning,\u00a0 facilitated\u00a0 learning\u00a0 and\u00a0 instructed\u00a0 learning\u00a0 allows\u00a0 for\u00a0 holistic learning. The child and the teacher, both of whom form the crux of the classroom, come together to integrate learning to yield the best of the cognitive process.<\/p>\n<ul>\n<li><strong>Teaching and learning by means of integration is most effective when it caters to the chil<\/strong><\/li>\n<\/ul>\n<p style=\"text-align: justify\">Identification and response to impulsive teaching moments in the classroom by early childhood professionals, achieve the best outcomes. Integrating methods and curriculum to suit the immediate needs in a classroom requires skills and a deep understanding of how learning takes place in early years.<\/p>\n<ul>\n<li><strong>A curriculum that flexes itself to cater to individual needs in a classroom predicts positive outcomes.<\/strong><\/li>\n<\/ul>\n<p style=\"text-align: justify\">Every individual learns differently as supposed to their cognitive abilities and early stimulation. Learner\/ child centred practices allows a child to explore and experience without inhibition.<\/p>\n<ul>\n<li style=\"text-align: justify\"><strong>Active interaction by early childhood professional with children contributes to a good early education foundation.<\/strong><\/li>\n<\/ul>\n<p style=\"text-align: justify\">Observing,\u00a0 listening,\u00a0 interacting,\u00a0 encouraging,\u00a0 guiding \u00a0and\u00a0 constructive\u00a0 feedback contribute to better and enhanced learning. This also calls for early childhood professionals to play an active and facilitative role in a child\u2019s learning.<\/p>\n<\/div>\n<div>\n<ul>\n<li><strong>Early childhood professionals need to reflect on their practice<\/strong><\/li>\n<\/ul>\n<p>A reflective practice keeps an early childhood professional informed of his\/her work.<\/p>\n<p>&nbsp;<\/p>\n<p>This reflection should include effective planning, execution, observations and learning in the classroom. This will allow to build on strengths, mend flaws and strengthen abilities facilitate the child better in the classroom.<\/p>\n<p>&nbsp;<\/p>\n<p>v\u00a0\u00a0 <strong>Ideal classroom<\/strong><\/p>\n<ul>\n<li style=\"text-align: justify\">An ideal ECCE classroom should have a spacious outdoor area with equipment namely slide, swing, seesaw, built in types, horses, cycles, ears, sand pit, rope ladder which facilitates physical and motor development.<\/li>\n<li style=\"text-align: justify\">Thematic displays in the outdoor area<\/li>\n<li style=\"text-align: justify\">Display boards both inside rooms and outside area, in which pictures related to the theme, daily and weekly schedules, announcements, remarkable product of child\u2019s activity, photos and so on<\/li>\n<li style=\"text-align: justify\">Wall paintings inside the classrooms and on the walls outside<\/li>\n<li style=\"text-align: justify\">Meaningful and variety of displays of play materials\/ sand tray model\/ puppets<\/li>\n<li style=\"text-align: justify\">Wall ventilation and lighting<\/li>\n<li style=\"text-align: justify\">Availability of equipment such as TV\/ record player\/ LCD projects\/ cameras\/ mike setup<\/li>\n<li style=\"text-align: justify\">Clean and tidy bathroom and toilets<\/li>\n<li style=\"text-align: justify\">Mirror with napkins\/ combs<\/li>\n<li style=\"text-align: justify\">Purified drinking water facility<\/li>\n<li style=\"text-align: justify\">Space for children\u2019s lunch time and parents arrival and waiting<\/li>\n<li style=\"text-align: justify\">Sufficient musical instruments\/ story aids\/ play equipment<\/li>\n<li style=\"text-align: justify\">Children\u2019s library<\/li>\n<li style=\"text-align: justify\">Space for creative corner, manipulative corner, science corner, play corner, doll corner, story corner, book corner<\/li>\n<\/ul>\n<p><strong>3 Integrated learning<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Integrated learning makes way for exploration, accumulation, analysis and cognition in the early childhood classroom (Pigdon and Wooley, 1992) It further allows children to participate in focused and applicable learning. The integrated learning approach allows the child\u00a0<span style=\"text-align: initial;font-size: 1em\">to build connections and relationships between theme, concepts and various areas of the curriculum. Integrated learning is said to be the best way to promote analytical thinking in the early years. Much of the success of the integrated learning approach can be attributed to the rapid brain development that occurs during the early years. While, both of the integrated learning and brain development are interdependent, a conducive learning environment and teachers\/ facilitators that understand the purpose of the curriculum in the early years make the process successful completion.<\/span><\/p>\n<\/div>\n<p style=\"text-align: justify\">Drake and Burns (2004) have conceptualized two different integrated learning approaches based on their observation in the field. The claim that every educator has a variation of their understanding of integrated themes and their observation had given rise to classifications.<\/p>\n<ul>\n<li><strong>Integrated learning classification<\/strong><\/li>\n<li style=\"text-align: justify\"><strong>The multidisciplinary integration<\/strong>: This approach focuses primarily of disciplines, or subjects. Each of these subjects is organized around a central theme. For example if the theme is \u2018Family\u2019, then all the activities are centered on the theme \u2018Family\u2019.<\/li>\n<\/ul>\n<p><a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-182\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5.png\" alt=\"\" width=\"515\" height=\"331\" srcset=\"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5.png 515w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5-300x193.png 300w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5-65x42.png 65w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5-225x145.png 225w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-5-350x225.png 350w\" sizes=\"auto, (max-width: 515px) 100vw, 515px\" \/><\/a><\/p>\n<ul>\n<li style=\"text-align: justify\"><strong>The interdisciplinary integration: <\/strong>In this approach the teacher organizes the curriculum around common learning that occur across various disciplines\/subject. Common learning across subjects are grouped together that focus and emphasize cross disciplinary skills\u00a0and concepts. Furthermore, while the disciplines are identifiable, they assume lesser importance than that of the former stated integration approach<\/li>\n<\/ul>\n<p><a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-6.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-183\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-6.png\" alt=\"\" width=\"302\" height=\"280\" srcset=\"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-6.png 302w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-6-300x278.png 300w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-6-65x60.png 65w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-6-225x209.png 225w\" sizes=\"auto, (max-width: 302px) 100vw, 302px\" \/><\/a><\/p>\n<div>\n<p><strong>4 The thematic approach in early childhood education<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">A pedagogical method that basis itself on the \u201cselection of a theme or a topic of learning\u201d can be said to be a thematic approach. In this method, the curriculum is organized around a theme. The thematic approach as a way of teaching and learning, where in multiple areas of curriculum are linked and integrated into a theme. All of the connections, links and integration are common to a theme. The thematic approach can also be termed as a constructivist approach as it allows for construction of knowledge in both individual and social environment.<\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">This pedagogical method unifies unrelated information to facilitate learning in the early childhood classroom. It suffices the integration principle that is a vital principle of the early childhood classroom. Various educationists also call it a wholesome and holistic approach to learning. As the approach enables the child build connections between and within themes, the crucial skill of analysis and reasoning is facilitated early in life. Most phenomenon in the universe occur with existence to others, and the thematic approach facilitates thinking within and also outside the classroom.<\/p>\n<p>&nbsp;<\/p>\n<p>Basic steps in thematic learning are:<\/p>\n<ul>\n<li>Selection of a theme<\/li>\n<li>Duration to introduce the theme<\/li>\n<li>Plan activities related theme<\/li>\n<li>Collect resource materials related to theme<\/li>\n<li>Integrate the theme with regular schedule of the ECCE centre<\/li>\n<\/ul>\n<p style=\"text-align: justify\"><strong>\u00a0Points to keep in mind while selecting a theme<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Children learn from the crux of every experience in the ECCE classroom. ECCE personnel\/ teachers must brainstorm while selecting themes to check for:<\/p>\n<p>&nbsp;<\/p>\n<p>o\u00a0\u00a0 feasibility, so as to experience without threat<\/p>\n<p>o\u00a0\u00a0 accessibility, so as to provide a direct experience with related materials<\/p>\n<p>o\u00a0\u00a0 to be interesting, meaningful and worth knowing about the theme<\/p>\n<p>o\u00a0\u00a0 complexity, able to provide a gradual experience from simple to complex<\/p>\n<p>o\u00a0\u00a0 duration of each activity<\/p>\n<p>o\u00a0\u00a0 age appropriateness, so as to develop developmentally appropriate concepts.<\/p>\n<p>o\u00a0\u00a0 availability of the methods and materials to be used<\/p>\n<p>o\u00a0\u00a0 teachers knowledge about the theme<\/p>\n<p>o\u00a0\u00a0 possibility for assessment<\/p>\n<p>&nbsp;<\/p>\n<p>v\u00a0 <strong>Execution of the thematic approach<\/strong><\/p>\n<ul>\n<li style=\"text-align: justify\"><strong>Classroom setup:<\/strong> to execute a theme in the ECCE classroom, the teacher can plan a lot of theme related activities that are designed to intrigue the child\u2019s cognitive process. This will facilitate in the child to imagine as the theme is being introduced by the teacher. A\u00a0<span style=\"text-align: initial;font-size: 1em\">well set environment with lots of models and displays, means for communication between teacher and child, therefore promoting the learning experience. Classroom setups can include:<\/span><\/li>\n<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Material setup: <\/strong><span style=\"text-align: initial;font-size: 1em\">Activity areas for example manipulative corner, creative corner, story corner, science corner, block corner, doll corner; group areas such as pre KG, LKG, UKG and teaching material should be setup before children come into the classroom. This saves time and also avoids confusion during the execution process. Designated areas within the classroom can have all related materials laid out. For example: activity area can have material for the execution of a painting activity.<\/span><\/li>\n<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Wall displays: <\/strong><span style=\"text-align: initial;font-size: 1em\">Scenes related to the theme can be drawn or banners of the same can be put up to help the child \u201cfeel the experience\u201d. The same can also aid in role play or activities like dramatization. Theme display can be setup in the outdoor area, as the child enters the school, can observe, analyse and synchronize with the theme.<\/span><\/li>\n<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">3 Dimensional objects: <\/strong><span style=\"text-align: initial;font-size: 1em\">All material within the classroom need not always be on charts or drawn on boards. The use of 3dimensional object or models or live models, gives the child an interesting experience. Puppet show is the most interesting and exciting one for children.<\/span><\/li>\n<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Inviting children: <\/strong><span style=\"text-align: initial;font-size: 1em\">The children can be brought in to learning areas by the teacher. While children are brought in to the classroom, the teacher can encourage dialogue and discuss the theme as questions arise. A well set classroom can be a feast for questions and answers.<\/span><\/li>\n<li style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Explaining the theme: <\/strong><span style=\"text-align: initial;font-size: 1em\">Get the children to seat themselves on mats or chairs in a semicircle so as to have eye contact with all. This helps in full attention and less distraction. Teachers can start their sessions with informal dialogue or a theme related story or any literature. The introduction can be followed by planned activities and recap session at the end of the day.<\/span><\/li>\n<\/ul>\n<\/div>\n<div>\n<ul>\n<li><strong>List of themes to be used in ECCE centres<\/strong><\/li>\n<\/ul>\n<p><a href=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-184\" src=\"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7.png\" alt=\"\" width=\"560\" height=\"302\" srcset=\"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7.png 560w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7-300x162.png 300w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7-65x35.png 65w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7-225x121.png 225w, https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-content\/uploads\/sites\/259\/2019\/06\/Untitled-7-350x189.png 350w\" sizes=\"auto, (max-width: 560px) 100vw, 560px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>5 The play-way method<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Of the many approaches to learning in early childhood education, the play way method moulds itself around the interest of the child. The play way method propagates the need for learning through play activities.<\/p>\n<ul>\n<li><strong>Philosophy of the play-way method<\/strong><\/li>\n<\/ul>\n<p style=\"text-align: justify\">Prochner (2002), describes the play way method to be one of the many European- styled preschool methods that were bought to India in the early 19th century as a means of philanthropic and missionary efforts. Furthermore, it also claims that these European methods were adapted as time passed to suit the Indian ideas on education.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Frobel developed the kindergarten (kindergarten in German meaning \u201cchild garden\u201d) concept as a school, for four to five year olds that focused on the needs of the child just before entering formal school. Frobel emphasized that play forms a means for children to imitate activities observed and socialize with their peer group. Stimulating activities (play) that are self-initiated was to be the best practice according to Frobel. Furthermore, the play way approach had to comprise of the child\u2019s creative thinking power, physical movements, thoughts that bring together self-image as well as educational interests.<\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p>v\u00a0 <strong>Principles of the play way method<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>As per Maheshwari (2013), the principles are:<\/p>\n<ul>\n<li style=\"text-align: justify\">\u00a0An approach that builds itself on the concept of learning through activities (play activities)<\/li>\n<li style=\"text-align: justify\">Self initiated learning with little guidance from the educator\/teacher<\/li>\n<li style=\"text-align: justify\">\u00a0Being self initiated it also aids in self expression<\/li>\n<li style=\"text-align: justify\">Helps in developing an active learning environment<\/li>\n<li style=\"text-align: justify\">Provides for all the domains of development<\/li>\n<li style=\"text-align: justify\">Participation is the core and play way approaches allows for the same<\/li>\n<li style=\"text-align: justify\">Skills of memory, reasoning, and thinking promoted<\/li>\n<li style=\"text-align: justify\">\u00a0Enables multi-disciplinary and inter-disciplinary learning<\/li>\n<\/ul>\n<p style=\"text-align: justify\">v\u00a0 <strong>Materials and methods in the play way approach<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Kindergarten method uses unique visual material that are used to construct the play way system, so as to help children experience art, design, math concepts and their environment and nature. The material and methods developed and designed by Frobel were called gifts and occupations for the use of kindergarten. The \u201cgifts\u201d included a hidden meaning and just not a physical form. These gifts therefore could be used to convey the concept along with cognitive consciousness.<\/p>\n<ul>\n<li>Six soft, colored balls<\/li>\n<li>A wooden sphere, cube, and cylinder<\/li>\n<li>A large cube divided into eight smaller cubes<\/li>\n<li>A large cube divided into eight oblong blocks<\/li>\n<li>A large cube divided into twenty-one whole, six half, and twelve quarter cubes<\/li>\n<li>A large cube divided into eighteen whole oblongs: three divided lengthwise; three divided breadthwise<\/li>\n<li>Quadrangular and triangular tablets used for arranging figures<\/li>\n<li>Sticks for outlining figures<\/li>\n<li>Whole and half wire rings for outlining figures<\/li>\n<\/ul>\n<\/div>\n<ul>\n<li style=\"text-align: justify\">Various materials for drawing, perforating, embroidering, paper cutting, weaving, paper folding, modelling, and interlacing<\/li>\n<\/ul>\n<p style=\"text-align: justify\">The \u201cgifts\u201d as a series begins with simple objects and gradually progresses to the complex objects. All of these help in concept development through the environment experiences and also through teacher facilitation. Additionally, the occupations were defined to be items like paper, pencils, wood, sand, clay, straw and sticks all of which could be used for constructive activity.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>6 Conclusion<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Parents these days have shifted focus from the need of play in early years to activities that are competitive and self-centric for their child. While the focus in current years is on readiness through rote learning of more so by the means of formal learning, play and its importance has taken a back seat. Furthermore, if a child is to learn or build on concepts and initiate the learning curve, it ought to be done in a language that he understands best and many researchers argue that the only medium is play. Arguably, while the multiple intelligence approach identifies itself as a early childhood approach, it also grooms itself around learning through play activities in the early years and activities that the child relates to. Interesting, enthusiastic and motivating classroom with various colourful equipments for integrated and thematic learning attracts parents and children to preschool which is the focal point for laying the foundation for various domains of development of the child in the qualitative path.<\/p>\n<table>\n<tbody>\n<tr>\n<td><strong>you can view video on The child in ECCE classroom, integrated learning, thematic learning, play way method of learning <\/strong><\/td>\n<td><a href=\"https:\/\/youtu.be\/KxWaAaT9Rko\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Bibliography<\/strong><\/p>\n<ol>\n<li style=\"text-align: justify\">A thematic approach to teaching and learning, (2015). retrieved from <a href=\"http:\/\/www.show-me-wow.com\/a-thematic-approach\/\">http:\/\/www.show-me-wow.com\/a-thematic-approach\/<\/a><\/li>\n<li style=\"text-align: justify\">Bilat, G. (2010). Thematic approach retrieved from <a href=\"http:\/\/www.slideshare.net\/grace6671\/thematic-teaching?next_slideshow=1\">http:\/\/www.slideshare.net\/grace6671\/thematic-teaching?next_slideshow=1<\/a><\/li>\n<li style=\"text-align: justify\">Drake, S.M., Burns, R.C. (2004). Meeting standards through integrated curriculum. Retrieved from <a href=\"http:\/\/www.ascd.org\/publications\/books\/103011\/chapters\/What-Is-Integrated-Curriculum%C2%A2.aspx\">http:\/\/www.ascd.org\/publications\/books\/103011\/chapters\/What-Is-Integrated-Curriculum%C2%A2.aspx<\/a><\/li>\n<li style=\"text-align: justify\"><a href=\"http:\/\/www.earlychildhoodnews.com\/earlychildhood\/article_view.aspx?ArticleID=334\">http:\/\/www.earlychildhoodnews.com\/earlychildhood\/article_view.aspx?ArticleID=334<\/a><\/li>\n<li style=\"text-align: justify\">Maheshwari,V.K.(2012).Frobeltheplayway method. Retrieved from http:\/\/www.vkmaheshwari.com\/WP\/?p=657<\/li>\n<li style=\"text-align: justify\">Prochner, L. (2002). Preschool and Playaway in India. Retrieved from http:\/\/www.sagepub.in\/upm-data\/52415_Preschool_and_Playway_in_India.pdf<\/li>\n<li style=\"text-align: justify\">WhatareThematicTeachingandCurriculumIntegration,retrievedfrom http:\/\/www.paterson.k12.nj.us\/departments\/curr\/curriculum\/FCS-TED\/Column%20I%20NJCCCS9.1-FCS\/Thematic%20Integration%20-%20FCS.pdf<\/li>\n<li style=\"text-align: justify\">Varun, A. (2014). Thematic approach for effective communication in ECCE. International Journal of education and psychological research. Vol 3 (3).<\/li>\n<\/ol>\n","protected":false},"author":8,"menu_order":20,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["dr-g-baradha"],"pb_section_license":""},"chapter-type":[],"contributor":[59],"license":[],"class_list":["post-181","chapter","type-chapter","status-publish","hentry","contributor-dr-g-baradha"],"part":3,"_links":{"self":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters\/181","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/users\/8"}],"version-history":[{"count":5,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters\/181\/revisions"}],"predecessor-version":[{"id":189,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters\/181\/revisions\/189"}],"part":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapters\/181\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/media?parent=181"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/pressbooks\/v2\/chapter-type?post=181"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/contributor?post=181"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/wp-json\/wp\/v2\/license?post=181"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}