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consideration of how children learn. Since themes are often short lived (one week in
duration), there is also potential for a lack of depth.
The message being communicating through the use of themes is that there is a
great deal of information to be consumed by children through a transmission model of
learning. Themes related to the alphabet, numbers and geometric shapes are accepted as
important concepts for children. The difference between a theme method and a
curriculum with an emerging focus is that that what children actually know about the
subject or topic is as relevant as their interest in that content. Tarr (2004) questions that
common practice of decorating the classroom based on these accepted important
concepts. The displays read as a standardized-and unquestioned-assortment of materials
that ought to be in the room (Tarr, 2004). The image of the learner embedded in these
materials is that of a consumer of information who needs to be entertained, rather than a
child who is curious and capable of creating and contributing to the culture within this
environment (Dahlberg et. al., 1999; Rinaldi, 2001; Tarr, 2004).
The approach involves a mimetic focus with the children imitating an adult’s
conception and understanding of the theme. According to the theory of constructivism,
knowledge is acquired through active involvement with content instead of imitation or
memorization of it (Kroll & LaBoskey, 1996). Theme-based curriculum is inconsistent
with a constructivist stance as it ignores the research that suggests that knowledge is
actively acquired. Fleet (2002) suggests that the teachers of young children are often
distracted by their obligations to follow the theme of the week and the strict timetable
that corresponds with the implementation of a theme-based curriculum. Time frames and
transitions that accompany the day and the theme often ignore the possibilities of