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may involve recognition of children’s prior knowledge and right to co-construction of the
curriculum.
Academics in early childhood education.
In the education context, theme work often suggests didactic intent on the part of
the teacher (Katz & Chard, 2000). Themes may be used in a misguided attempt to address
academic achievement. Concepts involving colour, numbers, geometric shapes, and
letters support children’s numeracy and literacy development. If however, numeracy and
literacy are restricted to a week long theme, these important concepts may not reach the
depths of meaningful learning necessary to be retained. Children are not passive learners.
The use of academic themes such as the alphabet, numbers, and shapes accepts a view of
the teacher as the purveyor of knowledge and the learner as the receiver.
This view of a passive learner does not correspond with the theories of Dewey,
Piaget, or Vygotsky. It does however have wide support. The young child is seen as
dependent on adults’ instruction in order to acquire the academic knowledge and skills
necessary for later school achievement (Katz, 1999). The increasing demand and
widening expectation that preschool and kindergarten programs ensure children's
readiness for the next grade may account for the increasing pressure to introduce children
to academic themes very early in life.
Academic tasks are typically carefully structured, sequenced, and
decontextualized small bits of information that often require some small group or
individual instruction by a knowledgeable adult. They include exercises designed to help
achieve mastery of tasks (Howe et al., 2000). The academic tasks in the early childhood
curriculum usually address facts and skills that the majority of children are unlikely to