Thematic Approach in Early Childhood Education: A Critical Examination of its Theoretical Foundations, Pedagogical Implementation, and Future Directions

Authors

  • Anamika Singh Research Scholar, Department of Education, Regional Institute of Education (NCERT), Mysuru https://orcid.org/0009-0004-6953-1931
  • Kalpana Venugopal Professor, Department of Education, Regional Institute of Education (NCERT), Mysuru

DOI:

https://doi.org/10.31305/rrijm.2025.v10.n9.018

Keywords:

Thematic approach, ECE, NEP 2020, integrated curriculum, holistic education

Abstract

The thematic approach is now recognized as a cornerstone of quality Early Childhood Education (ECE) globally and in India. Grounded in constructivist and integrated curriculum theories, and advocated by policies such as India’s National Education Policy (NEP) 2020 and international frameworks from UNESCO and the Organisation for Economic Co-operation and Development (OECD). Thematic approach, integrates various subjects and skills around a theme, and is one of the prominent pedagogical approaches in Early Childhood Education (ECE). This approach is grounded in constructivist principles, building up on the works of Jean Piaget and Lev Vygotsky. This approach considers the learner as an active participant in knowledge acquisition, and it fosters a holistic and meaningful learning experience. Over the years, research has pointed out various benefits of the thematic approach, like active involvement and engagement of learners, increased cognitive development, better understanding, improved social and communication skills, enhanced ability to establish meaningful connections between various disciplines/subjects, increased knowledge retention, and the critical thinking skills. Furthermore, the hands-on, collaborative nature of thematic units supports the development of social-emotional competence and fine and gross motor skills. Despite having numerous benefits, when analysed critically, the implementation reveals a persistent gap between its theoretical promise and its practical application. Major constraints to its effective implementation are, lack of adequate teacher training, insufficient resources, and time constraints for planning. This paper argues the future of thematic learning in ECE is shaped less by its inherent value and more by how well it is pedagogically used. The progress will require a shift from rigid content-focussed practices to a more flexible, inquiry-based approach that emphasizes children’s developing “working theories.” In order to harness thematic learning for preparing young children for a complex and interconnected world, rapid professional development for educators is equally essential.

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Author Biographies

Anamika Singh, Research Scholar, Department of Education, Regional Institute of Education (NCERT), Mysuru

Anamika Singh is a Doctoral Research Scholar in the Department of Education at the Regional Institute of Education (NCERT), Mysuru. She is a recipient of the UGC-NET-JRF (Junior Research Fellowship). She has completed a B.A.B.Ed, a four-year integrated innovative teacher education programme, and holds a Master’s degree in Education (M.Ed.) with a specialisation in Programme Planning and Evaluation, both from the Regional Institute of Education (NCERT), Mysuru. She has teaching experience at both undergraduate and postgraduate levels, where she has assisted and taught courses such as Micro & Macro Teaching, Gender, School and Society, and Guidance and Counselling. Her current doctoral research focuses on Early Childhood Care and Education, with a particular emphasis on developing competencies among young learners at the Foundational Stage. Anamika has presented papers at academic forums and served as a resource person in various teacher training programmes in the area of Foundational Literacy and Numeracy. She has also conducted online sessions on student well-being as part of PM eVidya’s SAHYOG initiative. She aims to continue her contributions toward building robust frameworks for learner-centered education at the Foundational Stage.

Kalpana Venugopal, Professor, Department of Education, Regional Institute of Education (NCERT), Mysuru

Dr Kalpana Venugopal is a Professor of Education at the Regional Institute of Education Mysuru, which is a Constituent of NCERT in the Southern Region. She has her academic qualifications in Education and Psychology. She is a Gold medalist in her Bachelor’s Program in Education, PhD in Education from the University of Madras and was awarded the DLitt (Doctor of Letters) in Education by the President of India at the University of Madras. She is a Fulbright Visiting Professor and was in USA under the Fulbright Nehru Academic and Professional Excellence (FNAPE) at the University of North Carolina, USA. Her areas of work and interest include Child Psychology & Development, Early Childhood Education, Value & Peace Education, Guidance & Counselling, Curriculum Development, and Quality Assurance and Accreditation. She’s involved in Teaching, Program/Course Development, Training, Research, Monitoring and Extension Services in the Region. Her work in the area of research includes coordinating and undertaking National & Regional Projects, guiding PhD. researches, publications & editor of national and international journals, and monitoring researches of other institutions. Participated in National and International Conferences, Workshops and Programs. Member of Board of Studies in several Universities. Expert Member in Selection Committees of KVs, Sainik Schools, JNVs and University Departments; Expert Member for Curriculum Development for States in South India and NCERT. Was the Coordinator of NISHTHA Program at RIE Mysuru. She’s the Coordinator for the National Program at RIE Mysore - Diploma Course in Guidance and Counselling; and the Convener for POCSO & KGBV. She is the Convener for IQAC-NAAC (Internal Quality Assurance Council & National Assessment and Accreditation Council) at RIE Mysuru. She is presently the Nodal Officer for establishment of the new Regional Institute of Education at Nellore, appointed by the Ministry of Education, New Delhi. She is the Program Coordinator of the Madanmohan Malaviya Teacher Training Center at RIE Mysore which focusses on in-service teacher training in the southern region. Professor Kalpana Venugopal was also the Head of the Department of Extension Education, at Regional Institute of Education, NCERT, Mysuru, which is the nodal office for coordinating and monitoring the academic, training and research and advisory activities of the 5 states and 2 UTs of the southern region. She had been appointed by NCERT as the Dean of Instructions at RIE Mysuru, to look after all Academic Programs, student affairs and the Demonstration School of NCERT at RIE Mysore.bShe is passionate about teaching and training teachers, counselling students & parents, and working with the community for advocacy on teacher recognition and empowerment.

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Published

15-09-2025

How to Cite

Singh, A., & Venugopal, K. (2025). Thematic Approach in Early Childhood Education: A Critical Examination of its Theoretical Foundations, Pedagogical Implementation, and Future Directions . RESEARCH REVIEW International Journal of Multidisciplinary, 10(9), 154–162. https://doi.org/10.31305/rrijm.2025.v10.n9.018

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Vol. 10 No. 9 (2025): RESEARCH REVIEW International Journal of Multidisciplinary

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This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).