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Thematic Approach for Effective Communication in Early Childhood Education

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International Journal of Education and Psychological Research (IJEPR) Volume 3, Issue 3, September 2014

Thematic Approach for effective communication in ECCE

Varun. A[1]

Abstract: If process is perfect, then product will be best. Enough opportunities will bring the best in all the aspects of the child.
This paper brings about an exclusive strategies to bring the effective communication skill among the pre and primary school
education. Thematic Approach is a way of teaching and learning, whereby many areas of the curriculum are connected together
and integrated within a theme. When all subjects are integrated there will be lot of occasions to communicate with peers,
teachers, parents, and strong community interaction. The first part of the papers states about formation of Thematic Approach-
cum how it become transactional mode for communication skill. This papers conveys the strategies that ropes to develop the
communication skill. The main focus on the verbal’s aspects of school going children at the age of 4 to 8yrs
Keywords: Communication skill, Thematic Approach

I. INTRODUCTION
Education is very important for an individual's success in life. grow progressively, with vocabulary linked and with spelling
Education provides pupils teaching skills that prepare them and sentence writing being frequently, yet smoothly,
physically, mentally and socially for the world of work in reinforced. It guides connected ideas to follow on easily.
later life. Education is generally seen as the foundation of Gardner’s (1983/93) theory of multiple intelligences states
society which brings economic wealth, social prosperity and that in addition to the traditional verbal/linguistic and logical/
political stability. Primary education is the foundation on mathematical intelligences, five other types of intelligence
which the development of every citizen and the nation as a exist. These include musical, visual/spatial, body/kinesthetic,
whole built on. In recent past, India has made a huge progress interpersonal, and intrapersonal intelligences. In order to
in terms of increasing primary education enrolment, facilitate learning, teachers should provide a variety of
retention, regular attendance rate and expanding literacy to learning activities which encompass all of the intelligences,
approximately two thirds of the population. India’s improved rather than focusing solely on traditional language and math
education system is often cited as one of the main activities. (See “Developing Multiple Intelligences in Young
contributors to the economic development of India. At the Learners” in the September/ October 1996 issue of Early
same time, the quality of elementary education in India has childhood NEWS.)
also been a major concern. Thematic approach is a way of Research by Piaget (1969), Vygotsky (1962), and Bruner
teaching and learning, whereby many areas of the curriculum (1960) also supports an integrated approach to teaching and
are connected together and integrated within a theme. The learning. This research concludes that learning is a highly
thematic approach is also directly associated with integrated process which cannot be easily separated into
constructivist ideas since it provides an environment where domains or traditional academic disciplines, such as math,
knowledge can be individually and socially constructed science, and language. Children learn by active engagement
(Freeman &Sokoloff, 1995; Seely, 1995). with their environment and through social engagement with
Thematic approach teaching and learning other human beings. “Multiple complex and concrete
experiences are essential for meaningful learning and
Brain research challenges the belief that learning, and teaching” (Caine & Caine, 1991, p. 5).A number of terms and
therefore teaching, can be separated into traditional domains, definitions are used interchangeably in the educational
such as cognitive (thinking), affective (feeling), and literature to describe a thematic approach to curriculum
psychomotor (movement). While separating learning into design and delivery, including the ‘cross-curricular’,
domains is necessary for discussion purposes, learning ‘integrated’ and ‘interdisciplinary’ curriculum. While there
cannot actually be separated anatomically or perceptually. may be subtle differences in these approaches, significant
The notion of teaching to the “whole brain” is gaining common ground can be found in criticisms of subject-based
popularity and is particularly significant to language arts curriculum delivery as fragmented and over
educators because language production is a whole brain departmentalized (e.g. Boyle and Bragg 2006, 2008) and the
activity (Wesley, 1992). Thematic Approach is a way of belief in the benefits of the development and application of
teaching and learning, whereby many areas of the curriculum skills and knowledge across more than one area of study (e.g.
are connected together and integrated within a theme. It Humphreys, Post, and Ellis 1981).
allows learning to be more natural and less fragmented than
the way where a school day is time divided into different Creating a Thematic Unit:
subject areas whereby children practice exercises frequently Integrated learning units usually center on a theme or topic,
related to nothing other than what the teacher thinks up, as he such as safety, belonging, animals, or food. Often a piece of
or she writes them on the chalk board. It allows literacy to children’s literature is used as the core of a unit.
[1]
Ph.D Scholar, Department of Education, Regional Institute of Education Mysore (NCERT), Mysore

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International Journal of Education and Psychological Research (IJEPR) Volume 3, Issue 3, September 2014

The following three steps are useful in creating an effective the culture and environment in which the child lives. Infants
thematic unit do not practice one sound to perfection before attempting to
• What do I hope the children will learn as a result of make another sound. They do not then put together those
participating in this unit? sounds to make words one-by-one until they can utter
• Is this a theme/topic about which children are naturally coherent, complete sentences, and then speak in paragraphs.
curious? Anyone who has observed infants and toddlers knows
• Do the children have some understanding and children babble and “play with language” in a way that
background knowledge about this theme? perhaps could be termed practice. Observers also realize that
language is used to convey meaning. Babies cry when they
Create Specific Activities: need attention; they coo in response to others. Toddlers
The second step involves brainstorming ideas for specific clearly show they have learned some of the powers of
activities within the theme. It is often helpful for two or more language. There is little doubt of their meaning when they
teachers to brainstorm together. Consider questions such as: say, “No!” or “Mine!” Early childhood is a critical period for
• What activities lend themselves to this unit? the development of communication abilities for both uses of
• Are all of the activities developmentally appropriate? language—communicating with others and communicating
Are all of the activities meaningful and worthwhile? (The fact with ourselves.
that an activity is “cute” is not a good enough reason to Language appears to be the key to effective learning in human
include it.) beings. Lev Vygotsky, a Soviet psychologist whose writings
have had great influence in U.S. education over the past 25
Implement the Theme: years, wrote that the primary function of language is social.
Finally, you are ready to implement the unit. Questions to ask That is, language is used to communicate meaning from one
yourself include person to another. The secondary function of language is to
• What will be an intriguing way to begin the unit? serve as a mental tool for constructing meanings for ourselves
(Vygotsky, 1984). Thus language and thought are closely
• Does the room need to be rearranged?
related. We use language to help us remember; to find and
• What resources (e.g., books, math and science construct knowledge; to organize our ideas; to make what we
manipulative, guest speakers) do I need? know more precise by reorganizing, transforming, and
• How will we end it? interpreting facts; and to apply what we know to new
• How will I evaluate the unit’s success? situations (Fisher & Terry, 1990). All children in the early
• How will I assess children’s development? years need some help in their journey to becoming a
Careful thought and planning are important. Reflection successful communicator. Thematic Approach aim to
during and after the unit will help you learn from and refine provide every child with accessible, enjoyable activities that
the unit for future use. provide opportunities for occasional help or intensive support
through the core play and communication. Communication is
fundamental to children’s development; children need to be
able to understand and be understood. Communication is the
foundation of relationships and is essential for learning, play
and social interaction. Communicating with babies is the
foundation of attachment. If a parent or care giver is
responsive to a baby’s signals and ‘takes turns’ in
communicating with them from birth onwards, babies
develop a secure attachment to the care giver. This
attachment underpins learning and development – it helps
children thrive.
The thematic approach, on the other hand, encourages
holistic study of a subject. With the school immersed in a
theme, the connections between classes are recognized and
cultivated. The students learn the basic subjects through
activities that are based on the theme. According to Vygotsky,
“What the child can do in cooperation today he can do alone
tomorrow. Therefore the only good kind of instruction is that
which marches ahead of development and leads it; it must be
aimed not so much at the ripe as at the ripening functions” (p.
104). By actually applying the skills that they learn in these
subjects, they come to see how and why the skills are
Thematic Approach For communication Skills meaningful. Not many adults sit down and do math for 60
Language, like other skills, is not learned alone, but rather minutes and then spend an hour focusing on grammar. Real
with other knowledge (Chomsky, 1972). Young children events require people to integrate different areas of
have an overwhelming need to find meaning and make sense knowledge. A thematic approach also reflects the most recent
of what is being read or spoken. Language is not learned research on how the brain comes to know.
sequentially and hierarchically, nor is it learned apart from

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 International Journal of Education and Psychological Research (IJEPR) Volume 3, Issue 3, September 2014

CTTA (Communication through Thematic III. REFERENCE

Approach) 1. Bruner, J. (1960). Actual minds, possible worlds.
Here the child learn the concept through thematic approach. Cambridge, MA: Harvard University Press.
While learning a theme, the child will develop to integrate the
2. Gardner, H. (1983/93). Frames of mind: The theory of
other aspects of the subjects. It’s not necessary the child may
multiple intelligences. Tenth Anniversary Edition
correct always. The major objective of the paper is the child
containing new introduction. Basic Books: A division of
should able to communicate effectively during in the process
Harper Collins, NY.
of Thematic Approach
3. Piaget, J. (1969). The theory of stages in cognitive
structure. New York: McGraw Hill.
4. Vygotsky, L. S. (1962). Thought and language (E.
Hanfmann and G. Vakar, eds. and trans.). Cambridge,
MA: MIT Press.
5. Vygotsky, L.S. (1984). Mind in society: The
development of higher psychological processes (M.
Cole, V. John-Steiner, S. Scribner, andE. Souberman,
eds.). Cambridge, MA: Harvard University Press.
6. Wesley, D.K. (1992). Educational implications of brain
research applied to teaching language arts for creative
and critical thinking in writing. ED345240.
7. http://www.education.com/reference/article/guiding-
young-children-verbal-communication/ retrieved on
9/2/2014
8. http://www.earlychildhoodnews.com/earlychildhood/
article_view.aspx?ArticleID=112 retrieved on 9/2/2014
9. www.ofsted.gov.uk/resources/goodpractice retrieved on
9/2/2014
Through Thematic Approach the child know many
information from a single theme. Initially the child know the
information from the teacher (receptive communication).
The child will expressto their peers about the theme. Which
helps to them to know extra vocabulary for better expressive
communication. Then the child will express the theme
(sharing the information based on child’s cognitive level) to
their parents and family members. Which helps the child
recognize and narrate the concept. (Narration and cognitive).
The child will able to have active listening. Active listening is
a technique that helps the young learners be more effective in
the communication process (Reynolds, 2008).Get down on
the child’s level and speak quietly and directly as you make
eye contact. Place the action part of your guidance statement
at the beginning (“Hold tight, or you might fall out of the
swing”). Give directions at the time and place you want
behavior to occur. Give logical and accurate reasons for your
request.

II. CONCLUSION
Designing and implementing integrated thematic units for
young children is a developmentally appropriate practice
which is supported by both brain research and the psychology
of learning. Thematic units greatly enhance learning because
they integrate different intelligences and topics into a single
lesson which mirrors how young children actually learn.
Finally, integrated thematic units make learning and teaching
a lot of fun for teachers and children. Thematic Approach
gives the wide opportunity to the child to express themselves
more according to age on set. Thematic Approach helps the
child to build/ learn a foreign or second language easily.

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