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Should Integrated Studies be minimised in the Early Years of Primary?

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Should Integrated Studies be minimised in the Early Years of Primary?

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An Integrated approach, otherwise known as Integrated Curriculum is where the distinctions between subject areas or disciplines are blended together to explore and investigate larger issues (Churchill, et al., 2013).  An Integrated approach to learning provides flexibility and deeper, more meaningful learning experiences (Arthur, Beecher, Death, Dockett, & Farmer, 2015).

Figure 1. (Zein, 2015).

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Early learning and development has a lasting impact on a child's life. Research shows that during the period from birth through to 8 years old that a child's brain is at it's sharpest meaning that it is in it's prime for learning (Shore, 1997).  There is new evidence that shows as a result of using an integrated approach to teaching and learning in the early years has the best outcomes for children (Sylva, Siraj-Blachford and Taggart, 2003).

An Integrated curriculum better fosters the different learning styles of children as the educator is able to plan for differentiation within the learning experience itself (Professional Development Service for Teachers [PDST], 2017). As educators, it is important to plan with the child's learning style or styles in mind. Howard Gardner referred to the styles as multiple intelligences, this is a way of understanding how people are more inclined to learn and can often learn well from more than one style (Churchill, et al., 2013).

Figure 3. (Integrated Learning Strategies, 2016).

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The three approaches to an Integrated model

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The three approaches to an Integrated model

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The Multidisciplinary Approach
This approach is quite often theme-based as the educator plans different subjects with a common theme in mind (Drake & Burns, 2004).

Figure 4. Multidisciplinary Approach (Drake & Burns, 2004).

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A Segregated approach for Early years versus an Integrated approach?

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A Segregated approach for Early years versus an Integrated approach?

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A segregated approach divides the curriculum into specific areas of content.  This approach has clear boundaries as each subject area is viewed and learned as separate sets of knowledge (Arthur, Beecher, Death, Dockett, & Farmer, 2015).  This can be beneficial for certain content areas, for example teaching phonics explicitly.  A segregated approach could also be that there are designated areas for learning, for example, a reading corner, an arts area or a science area.  While these areas can be beneficial as isolated experiences, it does not encourage the children to make connections through their learning as it can inhibit them from being able to move resources from one area to another (Saracho, 2012).  It also limits the flexibility children have to be able to learn through play and real-life scenario experiences (Nayler, 2014).

An Integrated approach can provide the potential for children to extend their knowledge, skills, dispositions, and feelings through a more flexible play-based learning environment.  The integrated curriculum can give children more genuine opportunities to expand their knowledge and connect to different curriculum areas through investigation (Nayler, 2014).  This has a profound impact on the child's social and emotional wellbeing as it encourages confidence and helps the children to build relationships (Department of Education Employment and Workplace Relations [DEEWR], 2009).  An Integrated approach is considered a more holistic approach incorporating multiple areas of learning as opposed to the segregated approach, which focuses on one area.

Figure 2. Multiple areas of learning integrated.
(Jourdain, 2015).

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The Interdisciplinary Approach
In this approach, the educators plan the learning experience around subjects that have common learnings woven through (Drake & Burns, 2004).

Figure 5. Interdisciplinary Approach (Drake & Burns, 2004).

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The Transdisciplinary Approach
This approach is centred around the children's own questions and concerns, it is a good opportunity for the educator to find out what the children already know about a certain topic or subject and helps the children to develop life skills in a real-life context (Drake & Burns, 2004).

Figure 6. Transdisciplinary Approach (Drake & Burns, 2004).

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With the human brain being at it's sharpest from birth through to 8 years old, it is more than capable of learning through an Integrated model of curriculum. By Integrating studies in the Early Years of Primary, it is not only stimulating for the children, but also helps them to make real-life connections through their learning experiences.