CSZM 5435 Fantastic 5 - Group Assignment

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 CSZM5435

ANALYSIS AND DESIGN OF CURRICULUM FOR YOUNG CHILDREN

JANUARY 2022 SEMESTER

Student’s Name:

Matric No. Name

MC211015684 JEANNE OOI

UNU2200581 GUEE XIN YI

MC211015419 CHU MEIYI

MC210915131 HEMALATA GUNASEKARAN

MC211015390 YEW KAI WOON

Section No:

MC-021

Lecturer’s Name:

MS JAYCE HUE CHEW KUEN

Group Assignment:

INTEGRATED CURRICULUM FOR PRESCHOOL

Date of Submission:
 Table of Content

No. Content Pages

1.0 Introduction 3

2.0 Factors that influence the design of an integrated curriculum 5

3.0 Approaches used to integrate the curriculum 8

4.0 Expected outcomes of an integrated curriculum 12

5.0 Conclusion 17

6.0 References 18

2
1.0 Introduction

The term "integrated curriculum" refers to a curriculum that emphasizes overall learning and

instruction in the hopes of assisting children in seeing the whole perspective instead of the individual

elements (Öztürk & Erden, 2011). In other words, an integrated curriculum ties up diverse areas of

study by going through topic divisions and highlighting common themes. Integration aims to help

children to make links, actively participating in relevant, meaningful activities that are meaningful to their

life.

Our curriculum aims to develop a holistic child, where we want the child to develop not only

basic skills but also apply the knowledge with their higher order thinking skills. Children are complete

beings, and their growth is a natural comprehensive process. Their minds had been moulded and

evolved since birth as a result of their connections, interactions, and encounters. Children's growth and

development in preschool will be affected by the links they have already made with the individuals,

events, beliefs, and ideas they have encountered in their homes and communities. They will learn most

effectively if their preschool experiences have a deep and positive relationship to their life and previous

experiences. By applying concepts in real life, children will have a deeper understanding of the learning

content. When the curriculum provides a connection with different areas, children will be more actively

participating in the session as it is more relevant to them (Davenport et al, 1995). Children will be able

to relate their current knowledge with the new information, organize and keep the knowledge for the

next use.

Different subjects will be covered in our curricula, such as mathematics, science, languages,

arts, and music. Children will also develop their physical and social-emotional aspects during the class

activities. Our curriculum is more child-centred and play-based, where children learn while playing.

Through play, they can explore more as this will increase their interest and challenge their reasoning

abilities. This is a much more interesting way of learning. Every child is delighted with their contribution

to the project's success. Teachers take roles to encourage group learning that is deliberate and

insightful. Schemas, coaching, and educating with transference are all recommended as useful

methods for moving toward effective learning (Davidova, 2020). This curriculum is a more balanced

approach to learning. For example, children can learn different elements during a singing session. The

3
rhythm, followed by the tune (music) and the words (language). Movement can also be added, which

will benefit their physical development.

Our curriculum will adapt to thematic learning, where every month, we will shift to another

theme. The themes that we will cover are from ‘myself’ and extend to the ‘universe’. Children must get

to know about themselves and the environment that they are in. Thematic learning will encourage

knowledge transference and interconnections, where children would not realize they are learning a

particular subject, but they are actually learning it. Teachers will plan classes around relevant areas and

milestones like reading, numeracy, gross and fine muscle coordination, expressive play, visual art, and

STEM. Explanation of the theme and environment setting will be provided accordingly by teachers,

while learning materials, such as props which will be created by the students.

Our curriculum will also integrate the project-based approach as most of the class activities will

be held in group settings to enhance their ability to adapt in a group setting. Besides, with the project-

based approach they can apply their learning in real life settings, by solving problems and challenges

that they faced. Children get a strong understanding of the topic area with this approach, and this can

also enhance their critical thinking, cooperation, creativity, and interaction skills. All of these

development aspects will enhance their ability to adapt to society in the future.

4
2.0 Factors that influence the design of an integrated curriculum

As mentioned in the introduction, integrated curriculum is about the whole perspective and not

just the individual elements. With this concept in mind, it is especially important that our aim is to provide

for each child in a holistic and integrated manner. This is in accordance with the Malaysian Education

Act 1996 (Laws of Malaysia, 2016), the Kurikulum Standard Prasekolah Kebangsaan (National

Preschool Standard-based Curriculum, NPSC) (Ministry of Education, 2017) and the Malaysia

Education Blueprint 2013-2025 (Ministry of Education, 2013), where children will be able to learn

through integration of strands, skills and values, while also be able to grow into a child who is balanced

in all domains – intellectual, spiritual, emotional, and physical. According to the NPSC, in order to have

the child develop holistically, the learning areas compromised of languages (Malay language, English

language, Chinese language or Tamil language), Islamic education or moral education, early

Mathematics, and outdoor activities. Among the learning areas mentioned in NPSC, integrated learning

is also included. As each individual child develops differently, has different interests, abilities, and

background, learning through the integrated approach is essential as it allows for diversity due to each

child’s need. In other words, children are provided the opportunities to obtain their own meaningful

learning experience (Ministry of Education, 2017).

As globalization occurs, where technologies and machines are increasingly invading in our

lives, and the workforce demands the human workforce to be more analytical, equipped in digital skills

and sophisticated communication skills, it is no wonder that the education now is emphasising a lot on

the children to gain “21st century skills”, where soft skills such as innovative thinking and critical thinking

are involved (Chu, et al., 2016). As stated in the blueprint (Ministry of Education, 2013), it is found out

through multiple surveys that children in our country lack higher-order thinking skills. This skill is

important, especially since it will help the child to think critically, reason, innovate, create, and apply the

knowledge outside of familiar academic context. Children are supposed to be able to solve problems

and make decisions as they grow older into the real-world setting and if they are lacking in such soft

skills, they will have a demanding time adapting to society. Hence, our curriculum will see that our

children will develop the 21st century skills so as to provide them for a better future.

Our curriculum also focuses on child-centred and play-based learning. As stated in the NPSC

introduced (Ministry of Education, 2017), it has emphasized on child-centred learning as well as play-

5
based learning as some of the important strategies the teaching and learning. When the learning is

child-centred, the children will be responsible for their own learning, they will be able to learn according

to their own interest and needs as they choose the activities and materials while also decides the

learning period themselves. Ahmad et al. (2016) in his research has quoted many researchers and

constructivists that mentioned the significance of play in developing a child’s creative abilities, improves

the child’s cognitive development, provides chances to practice problem solving and increases decision

making skills, especially through the Vygotsky and Piaget’s perspective. Through play, children will be

having the joy of learning, the joy of exploring and the joy of making experiences. In addition, to provide

the children with better and more meaningful learning experience, the teachers will only facilitate and

guide the learning activities, preparing only the environment so that the children will be able to get every

knowledge they need. However, instead of having the teachers making the props, children are allowed

to make their own props as we want to encourage them to discover and make experiences naturally.

It is important for children to be able to relate to their surrounding and the real world as they

grow. In order to achieve that, it is important that the child acquire the knowledge efficiently by having

the children learn in the context of a coherent and holistic way, where children can make sense of what

is being taught. Therefore, on top of the integrated approach, the thematic approach is especially useful

as it allows a broad coverage of many different topics while also allowing creative exploration (Davidova,

2020). For example, different theme is taught according to children’s different level in cognitive

development, so that children can learn the knowledge progressively from a lower difficulty level to a

higher difficulty level. Children will be able to learn better if the activities conducted are fun and

enjoyable. Children will also involve themselves in the activities more actively, develop learning skills

quickly, be more confident and motivated, as well as have lesser problems in discipline. Furthermore,

in our multilingual country, it will be beneficial for the children to at least be able to speak two languages.

As mentioned in the blueprint (Ministry of Education, 2013) as well, our country is aiming for every child

in the country to be proficient in at least two languages – Bahasa Malaysia (national language) and

English (second language and international language of communication). In order to fulfil this, thematic

approach helps too, in a way that children will be able to build their language skills (Ashokan &

Venugopal, 2016).

As mentioned in the earlier paragraphs, it is important that a child gains the 21st century skills

in order to have a better future. In order to equip the children well, another teaching and learning

6
approach will be used in our curriculum – project-based approach and group works. According to NPSC

(Ministry of Education, 2013), project-based learning approach emphasises children to gain knowledge

through discovering, researching, and analysing, which is what we want for our children so that they

will be able to solve problems and make decisions on their own and hence developing their higher-

order thinking skills. Children will be able to relate to real-life experiences, too, as the projects are based

on real-life experiences itself. Furthermore, children are encouraged to become more independent in

learning by working in groups (The Nebraska Department of Education, 2017). Group work is also useful

in motivating children to have positive self-esteem while also be able to socialise well with other children.

As such, increasing children’s social and emotional skills while also being able to maintain friendships,

which provides a positive effect on the children’s social life later on (Waliski & Carlson, 2008).

In general, in order to provide the best for the children, our curriculum emphasised on covering

a broad variety of learning skills while making sure they are able to have an enjoyable learning.

Additionally, as we see the importance of encouraging our children to be independent learners, our

curriculum has included child-centred and play-based approach in the teaching and learning strategies,

including other approaches such as thematic approach, project-based approach and learning in groups.

This is all in order to support the children’s holistic development and to prepare them for their future.

7
3.0 Approaches used to integrate the curriculum

When it comes to education, most parents want to make sure that their children are in the

greatest possible environment, with the most learning possibilities. We realize that children learn at

various levels and in numerous ways and not every child thrives in every situation. Hence, in our

curriculum, we strongly emphasize the approaches that will cultivate children's best learning interests.

According to Strong-Wilson and Ellis (2007), the early years are one of the first and most important

where we begin to view and utilize the world imaginatively and where we might begin to explore how

the surroundings can make changes in life which will contribute to children learning.

As the environment plays a key component in the educational process based on Reggio

Emilia’s approach which referred environment as the “third teacher”. Our curriculum is carefully

designed in an environment where we allow children to pursue their passions, collaborate openly with

other children, and learn from both inside and outside of the classroom. For instance, to train on the

prewriting skill or to know about children’s motor skills level, teachers will bring children out to the sand

area and prepare some sticks, while the children are playing teacher can interact with the children and

suggest them to draw a line on the sand. Gradually, the teacher will be able to see children trying to

write out letters, numbers, or do some drawings. The natural environment provides a multitude of useful

instructional resources. We believe that allowing children to learn in the real world is far bigger. Our

children’s interests are centred in the environment, which includes provocations that encourage deeper

teaching. Besides, our curriculum strives to provide a safe, inspiring, and innovative environment for

children, as well as engaging learning opportunities. According to Fraser (2012), the space that teachers

create seems to hold enduring memories for them that have a powerful influence on what they value

later in life. Our children's interests are centred in the environment, which includes provocations that

encourage deeper thought. We strive to provide a safe, inspiring, and innovative environment for

children, as well as engaging learning opportunities. Our learning spaces are inclusive and welcoming,

allowing children to feel safe and secure while also developing empathy, curiosity, and self-confident

growth.

The main strategy that we used to integrate our approaches is theme learning. From the major

theme, the questions, knowledge, and skills related to the theme will be brought out through planned

learning activities. We plan to create an integrated curriculum through Reggio Emilia's approach,

8
project-based learning, and the Montessori methodology for children to help them make connections

and construct a broader understanding of the world around them. When planning the themes, we will

be preparing the Montessori materials accordingly. For instance, in “plants” theme learning, we will be

preparing puzzles, or three parts cards related to plants on the learning shelf; for sensory, math and art

activities, we will be using plants or flowers as a material to support children’s learning. At the same

time, we would have a small group project-based learning at the end of the theme learning, we allow

children to work on the topics that interest or motivate them. For example, a group of children can plant

a seed and observe how it grows, while another group may choose a science experiment with the

colour-changing flowers to observe how the flower absorbs water from the root. At the end of their

learning, children get to share and present their learning process with others. As a result, children

become active and interactive learners to explore topics that are meaningful and relevant to their own

lives. This helps them to understand a topic by themselves and to apply their knowledge to solve real-

life problems.

With the Montessori approach, children learn to solve problems independently through trial,

error, and discovery. Montessori encourages children to investigate, analyse, and come up with their

conclusions. Students are not afraid of making mistakes. In Montessori, children get to develop a

significant degree of independence and self-discipline, which leads to decent work habits and a sense

of responsibility. Montessori in our integrated curriculum will cover the main subjects such as language

and literacy, math and numeracy, hands-on science, and cultural studies.

On the contrary, project-based learning in our integrated curriculum will be covering S.T.E.A.M.

which are Science, Technology, Engineering, Art and Math. Rather than short-term memorization,

project-based learning nourishes the children to immerse deeply in the learning content. It enables

children to develop team spirit and improves their communication skills, likewise, their problem-solving

skills and self-confidence can be enhanced. Project-based learning provides opportunities for children

to discover and explore, learn through hands-on activities, express ideas, and work together with peers,

which reinforces their cognitive, physical, language and social-emotional developments across the

board. Most importantly, enthusiasm for learning keeps children engaged and makes a positive impact

on their learning attitudes. The report showed that teachers who were involved in integrated curriculum

programs, with a blend of science, language arts, social studies, mathematics, and fine arts improve

the student's attitudes and accomplishments (Kathy Lake, 1994).

9
 Our curriculum emphasizes assessing children through assessment. Our curriculum allows

educators to use assessment as a tool to recognize children's strengths as well as areas of their learning

and development where they may need additional support and nurturing. We use both innovative and

traditional ways. Assessment can be done by observation of the whole child as they work and engage

in activities throughout the day. For instance, when Emma comes to school where she goes first, what

she chooses to play with and who she chooses to play alongside and lastly what she learnt and how

we can be a part of her development. McAlister- Young (2010) said that it is important to take all this

into account as children are capable learners because children learn from culture, people, and the

material environment that surrounds them when they are born. Based on the Montessori approach,

observation is particularly important as it allows teachers to notice what the child is interested in and

what we in the school can do to create a stimulating environment for the children. Our curriculum

believes that as we observe and assess the child regularly, we can understand their developmental

level so that new lessons can be prepared for the child. Roemer (1999) claims that by keeping track of

a child’s abilities, thinking, time management, and attitudes, we can strengthen the child’s development

qualities and meet the social needs of each child. Our classrooms are designed in such a way that

children will be able to learn at their own pace in an environment that the teacher created for them.

Children have the complete freedom to move around and choose the activity that they want. In our

preschool, portfolios are used to maintain track of a child’s progress and will be shared with parents or

viewed by the child. Educators will assess children by observing their demonstration of skill mastery, in

which children are required to do specific behaviour for evaluation. The development of children occurs

in stages thus, each level has its own qualities to be highlighted. Isaacs and Green (2010) quoted that

children will not be able to reach their full potential if we do not assess them.

The 21st century requires a broader set of knowledge, skills, work habits, and character traits

(Kimberly Mohr, 2017). With the blending of approaches in all areas of development in our integrated

curriculum, we aim to bring comprehensive and lifelong learning to children. Core competencies such

as critical thinking, problem-solving, creativity, curiosity, innovation, self-direction, planning, leadership,

teamwork collaboration, data interpretation, personal expression, and public speaking are what we

would like to include in our integrated curriculum. Adopting an integrated curriculum makes room for

immersing in the combination of subjects, entitles children to learn at their own pace, it makes learning

go beyond the use of textbooks. Starting from thematic learning, with Reggio Emilia environment setting

10
at the Montessori level across school integrative learning toward project-based real problem solving,

we prepare children to reach their full potential from concrete acting to conceptual experience.

Moreover, with the integrated curriculum, children are not only provided with a view of commonly held

knowledge but also encouraged to perceive or create new models based on the existing knowledge

(Thorburn M, Collins D, 2003).

11
4.0 Expected outcomes of an integrated curriculum

Design curriculum for children in their younger age is not only in paperwork but also to meet

the learning outcomes. A curriculum begins with the lesson plan from teachers and through the

execution of children, it extends into all the experiences of children in their learning environment, which

are both purposely planned and unplanned. National Preschool Standard-Based Curriculum stated

objectives for children to achieve such as develop a positive self-concept, self-confidence, creativity,

and applying critical, creative, and innovative thinking and problem-solving skills in learning and real

life. It is similar to our goals to implement an integrated curriculum in preschool to mould the children

with the ways of work and ways of thinking since they are young. The way of work is the important

outcome of our integrated curriculum such as self-regulation, collaboration and teamwork, conversation,

and communication with people. The way of thinking includes creativity and innovation, problem-solving

and decision-making skills, and higher-order thinking skills.

Firstly, children's self-regulation will be improved with the help of an integrated curriculum

during preschool years. Self-regulation is important to build in early childhood and it is an investment in

their later success, as having strong self-regulation can foresee better performance during the school

period, having a better relationship with friends and others, and having lesser behavioural difficulties.

Children's self-regulation skills will be changed as they continue to grow and develop with the co-

regulation support from caregivers. There are multiple layers of factors contributing to self-regulation,

from biologically to caregiver support and to environmental context as shown in Figure 4.1. School plays

an important role in supporting children's self-regulation when they enter preschool years, as school

provides environment, caregivers, and curriculum to create skills. During preschool period, children’s

brain grows rapidly, and the brain is highly associated with self-regulation, which the self-regulation

skills will be developed through the experiences learned in school. Our integrated curriculum includes

play-based activities where children learn through play, where intentionally designed play experiences

in school activities are highly effective in supporting the development of self-regulation (Siraj-Blatchford

et al., 2003). Teacher introduces play activities during lesson such as traffic lights, freeze dance,

musical chairs are essential to help the children to learn self-regulation. Through such activities, for

example freeze dance, children must wait for a few seconds to practice regulating movements and

behaviour. Furthermore, the skill of language grows rapidly during preschool years which allows

children to use words in expressing their thoughts of feelings and asking for help. As different languages

12
will be covered in our curricula, teachers use different languages in teaching and communicating with

children at the same time identifying children’s emotions in order to help children in self-regulation. In

short, children’s self-regulation is able to build in an integrated curriculum through the support of

caregivers throughout their preschool years.

Figure 4.1: Factors Contributing to Self-Regulation Enactment

Secondly, collaboration and teamwork among children is also an important outcome of the

integrated curriculum. Our integrated curriculum includes project-based approach and learning in

groups which required a lot of teamwork and collaboration among children. Project-based approach is

effective in creating the capabilities of critical thinking, problem-solving, cooperation, leadership, and

teamwork (Häkkinen et al., 2017). Children are inspired to participate when the learning environment

represents the holistic nature of children’s learning, as they will be wondering, asking questions,

developing curiosity, and becoming independent (White et al, 2007). Teachers create a collaborative

environment for children and the learning focus for children is to achieve the collaboration purpose.

Teachers select specific topics in lessons that involve teamwork to provide a rewarding experience for

children to learn collaboration. Besides that, children can discover the benefits of collaboration and

teamwork through play-based and shared activities. They are also able to discover the sense of

satisfaction that comes from the togetherness of working. Through the combination of play-based and

project-based approach activities planned by teachers, children are able to extend their language

abilities, form friendships and develop leadership qualities. Children are able to understand that their

13
peers may meet their common needs in different ways within a collaborative environment. Respect will

be slowly built up and pull on their talents, strengths, interest, and ideas together for the benefit of the

group to achieve common goals. In short, teamwork is able to develop in an integrated curriculum

among the children by project-based and play-based approaches.

Thirdly, children’s social skills will be enhanced such as conversation and communication with

people is one of the expected outcomes through an integrated curriculum. Children learn their social

skills in many aspects, especially in the involvement of play. Play has a massive impact on social skill

development, where children use their simple sentences to communicate their needs, thoughts, and

feelings with their friends, teachers, and parents. Play-based activities enable the children to begin to

interact with others without pressure and start to build communication skills. Play also enables children

to practice the language skills they have learned before and helps them to expand their vocabulary.

Besides that, the classroom environment also supports children’s conversation and communication.

Reggio Emilia's approaches support the environment as a third teacher, where children express

themselves, explore and connect their thoughts, feelings, and imaginings through the environment

given. Lively spaces classroom design allows children to develop their oral language skills through

speaking for real purposes with friends and teachers every day. From the concept of The Hundred

Languages, children are natural communicators, where they are encouraged to communicate at any

time such as drawings, painting, playing, exploring, and many more. Teachers justify and support

children in their first or second language development. Teachers can justify children by actively listening

and considering their ideas and theories (New Zealand, 2008). Communication will become effective in

a classroom when there is a strong connection between teacher and students based on respect and

truthfulness (Bouview, R., 2001). In short, children’s social skills among their peers can be built in an

integrated curriculum by the support of environment and activities conducted by teachers.

Furthermore, creativity and innovation can be built from children’s ways of thinking. Through

curricula set by teachers, certain skills can be learned with teachers such as language, but children are

given the opportunity to create themselves, following their own ideas either from themselves or their

friend. Play activities such as pretend play, dramatic play, and messy play, encourage children to

express their imagination, curiosity, and creativity, which are the key resource to gain knowledge during

preschool years. Creativities from children have unlimited potential for innovation and learning through

words, images, sounds, movement, and technologies. Children deliver their personal observations and

14
ideas when they start to take the initiative and begin to focus on the topics they are interested in.

Children can work both independently and cooperatively to explore, create and innovate their thinking

and ideas, where creative processes can be in both verbally and non-verbally. Project-based approach

is one of the cooperative learning to create, explore and innovate ideas, feeling and thinking with friends.

In short, children’s creativity is able to develop in integrated curriculum through play-based and project-

based approaches.

Children will develop problem-solving skills from the integrated curriculum. Problem-solving is

one of the most important skills for children to develop as to prepare them to face difficulty in complex

academic and interpersonal issues when they grow. Teachers use a play-based learning approach in

classroom activities able to promote children’s learning and interest in mathematics, literacy, and

problem solving (Ginsburg et al., 2008). Preschool children may have difficulty in solving complex

experiment problems with the limit of one solution only as they cannot focus their actions and discussion

on a solution (Garvey, 1990). The flexibility of play can provide children with opportunities to explore,

develop, and discover multiple solutions to a problem (Cheyne and Rubin 1983; Garvey, 1990). Through

observation and imitation of one another, children learn problem-solving strategies (Sylva et al., 1976).

Furthermore, by applying play with different themes, children will be more ready to discuss and assist

each other in problem-solving (Carelli, 1999; Furman and Walden, 1990). Children will be more ready

to plan, monitor, engage, discuss, and negotiate among their friends in play theme settings to get

support and enhance problem-solving skills. Hence, problem-solving skills are able to be created in

integrated curriculum which allows children to explore multiple ways to solve problems together with

friends and encourage them to learn from one another through observation.

Lastly, children will be capable of higher order thinking skills (HOTS). HOTS include critical

thinking skills, reasoning and thinking strategies, which enable children to apply knowledge, skills, and

values with reason and reflect it to solve problems and make decisions and be able to create innovation.

Integrated curriculum allows children to have the opportunities to understand the purpose of knowing

certain skills or the knowledge, hence, children can master the content of learning and understand it at

a higher thinking level (Watkins & Krisonis, 2011). Integrated curriculum also emphasized the critical

thinking among children, which further motivates children in learning. Becker and Park (2011) said

children will increase their interest and learning in the STEM subjects when all these subjects are

integrated together. Open-ended questions will be asked by teachers in the classroom to improve

15
children’s knowledge in higher order thinking skills. With the integrated subjects, it further improved

children’s critical thinking skills and motivated them to have interest toward the subject. Open-ended

questions enable children’s curiosity towards learning and encourage them to learn through a cycle of

curiosity, exploration, discovery, reflection and then lead them to increase their critical thinking. Project-

based learning includes the open-ended questions in lessons which help the children to explain their

ideas, feelings and thinking using different methods, such as through verbal, written and drawings.

Children will be able to gain their self-regulation, teamwork skills, communication skills,

creativity, problem-solving skills, and higher-order thinking skills through an integrated curriculum.

Integrated teaching can help the children to develop the interest of learning, increase their self-

confidence, willingness to commit to group activities, and increase their creativity and problem-solving

skills and promote critical thinking skills (Vars, 2001). Children are able to make the connections

between knowledge gain from lessons and real-life experiences through integrated curriculum

(Erlandson and McVittie, 2001).

16
5.0 Conclusion

The integrated curriculum that we design aims to develop holistic children, where the children

should be able to apply their knowledge in real-life settings by using higher-order thinking skills and

develop their physical and social-emotional and intellectual aspects at the same time. Various subjects

will be covered in this curriculum, and children will be learning while engaging in play. Thematic and

project-based approaches are integrated into the curriculum. Children can enhance their knowledge

and also work as a team with this curriculum.

Different factors have influenced the development of this curriculum, such as the National

Preschool Standard-based Curriculum (NPSC), which encourages children should participate in an

integrated curriculum as every child had different needs to be fulfilled. Soft skills such as critical thinking

and higher-order thinking skills are essential abilities in this 21st century, and it helps the child in the

future which makes them one of the considerations. Besides, it is the child’s will for their learning.

Playing and learning can go on simultaneously and naturally. They are the ones who gain knowledge

and make decisions. Children should need to participate in group work to enhance their communication

ability and emotional maturity. Factors should be considered as educators always aims to develop a

holistic child.

Few approaches were adapted to this curriculum. The environment in Reggio Emilia’s

approach, where acts as the third teacher and allows children to learn and explore the environment.

Next, assessing in Montessorian ways, which teachers act as an observer, understand their

developmental level so that teachers can customize the lesson. Besides, the project-based approach,

where the children will need to apply their knowledge and make connections in different subject areas

and circumstances. With this curriculum, children should be able to think critically and act wisely.

Children can develop their self-regulation, collaboration and teamwork, and social and communication

skills when they participate in this curriculum. Children engaging in higher-order thinking skills and

decision making should also be the outcomes. By having a play-based curriculum, children will be able

to develop their creativity too.

There are many factors when it comes to consideration for an integrated curriculum. All the

efforts aim to develop a holistic child. Children should be educated with a high-quality preschool

curriculum to ensure their well-development in all aspects.

17
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