Early Years Teachers' Perception of Integrated Curriculum in Pakistan

Abstract

The term ‘integrated curriculum’ is inextricably linked to the curriculum units. This article explored the perception of preschool practitioners and middle management as facilitators and determined the understanding of an integrated curriculum; its efficacy with advantages and disadvantages; and the hurdles and challenges they faced while infusing and integrating the lessons through a variety of approaches. This study adopted the qualitative research methodology, based on the interview protocol as a research tool outlined by Creswell (2012). Within a population of early-year and pre-primary private schools in Karachi, Pakistan, six early years teachers, and three middle-management staff members from five different schools were the sample size of this study. Transcriptions of recorded interviews were coded with further development of the themes and sub-themes. Data analyzed that most of the participants possess an adequate understanding of the integrated curriculum with its implementation in their teaching. Thus, all participants agreed on the practicality of a comprehensively curated and integrated curriculum with much emphasis and agreement on the advantages. Whereas, a few notable disadvantages like access to resources, time constraints, and parental concerns were highlighted which need further study to form productive outcomes. However, respondents lack philosophical and theoretical aspects which are yet to be assimilated with the knowledge of various approaches and the numerous types of integration models that may be adopted. This study suggests further research with a bigger and broader sample to take into account the greater diversity of integration themes, approaches, and modes of teaching while integrating the curriculum.