Weaving the Tapestry: A First Grade Teacher Integrates Teaching and Learning

With the present emphasis on standards and testing, early childhood teachers are challenged to teach more and more information in the same amount of time. Integrating the curriculum reflects our knowledge of how the brain functions in the early years (Shonkoff & Phillips 2000). It also supports learning in all developmental domains and content areas. According to Hinde (2005), while "there are times when teaching the subjects separately may be more appropriate than integrating them, it is also true that when teachers are knowledgeable about content areas and integrate them effectively, students' achievement increases" (p. 108).

What is an integrated curriculum?

Integrated curriculum has a long history in education movements: "The idea that curriculum should be taught from a holistic perspective with a child-centered approach had been proposed by some of the pioneers in early childhood education. The original advocate in the United States was John Dewey" (Wortham 1996, 328). Dewey encouraged active learning and meaningful, authentic activities and articulated the many benefits of considering activities and subject matter equally (Wolfe 2000). This approach made sense then and continues to be relevant today.

Typically, the term integrated curriculum refers to an approach to teaching that ties multiple subject areas (for example, math, literacy, the arts) to a central theme. The teacher implements the approach with careful planning, including the outcomes toward which the children work. The approach usually starts with teacher direction but offers many opportunities for children to follow their own interests. Teachers offer authentic, meaningful learning experiences for all children. The children can work at their own levels and pursue individual interests in depth.

In the section that follows, first grade teacher Susan Gittings (one of the article's authors) describes her use of an integrated approach to teaching in her classroom.

Implementing an integrated curriculum

Today the first-graders and I (Susan) are off on a walk to the nature preserve. This frequent event lets the children observe and document changes in their neighborhood. As usual, several parents join us. Sometimes, Bonnie Hurless (one of the article's authors) and her early childhood education students join us as well. I remind the children to note the changes in the plants, animals, pond, and weather.

In our first grade, I use an integrated approach to teach...