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Article
Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons
Early Childhood Education Journal (2010)
  • Ksenia S. Zhbanova, University of Northern Iowa
  • Audrey C. Rule, University of Northern Iowa
  • Sarah E. Montgomery, University of Northern Iowa
  • Lynn E. Nielsen, University of Northern Iowa
Abstract
Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches.
Keywords
  • Integrated curriculum,
  • Arts-integration,
  • Social studies,
  • Curriculum comparison,
  • Early childhood education,
  • Mixed methods research,
  • Preservice teachers
Publication Date
January 12, 2010
DOI
10.1007/s10643-010-0405-1
Citation Information
Ksenia S. Zhbanova, Audrey C. Rule, Sarah E. Montgomery and Lynn E. Nielsen. "Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons" Early Childhood Education Journal Vol. 38 Iss. 4 (2010) p. 251 - 258
Available at: http://works.bepress.com/sarah_montgomery/16/