Module 6 3. Themes


3.1 Description A theme is a framework within which the children can explore, discover and learn about their world. Te theme is basically a unifying concept or idea. It is a category or collective noun that many different things may fall into. Here are some categories:  a cat, dog, mouse and rabbit fall into the category of animals; or more specific category – pets


 big and small fall into the category of size  one, two, three fall into the category of numbers  South Africa, Athlone, Goodwood, home, bedroom fall into the category of places


 mother, father, grandfather fall into the category of family  farmer, builder, nurse fall into the category of different types of work or people that help us  ships, raſts, boats fall into the category of water transport  train, bus, car, bicycle fall into the category of road transport  helicopter, aeroplane, spaceship fall into the category of air transport. Temes can be chosen according to a concept. An example of a concept is change. Seasons, weather, mealies (growing), etc. are all examples of change that takes place. Refer to the module on concept forming to be able to link themes with concepts.


3.2 The value and importance of working according to themes


 Not only does a theme present the child with a specific idea or concept, but it also enables the educarer to focus her thoughts and plan her activities in an organised way.


 New words and ideas are introduced to the child (language development takes place).  Te educarer can get certain ideas across to the children.  It makes the educarer’s planning of her work easier.  It makes the learning process easier.  Te danger of giving the same information to a group of children every year can be avoided.  All the educarers in the day-care centre can work together.  It makes the daily programme more interesting.  One can plan outings and visitors to the school ahead of time.  One can plan in advance if you need special material or equipment for certain activities.  Temes give direction and structure to the way in which the educarer has to do her planning.  When activities in the playroom are planned according to a theme, concepts can be strengthened.


 Te parents can be informed in advance what themes the children are going to do, and then they can also be involved.


 In a way, it provides routine.  Te children can be involved more, e.g. bringing pictures from home that correlate with the theme.


Staff should keep in mind that the content of a theme is not necessarily appropriate for all three groups. Some themes are only appropriate to one or a combination of two groups. Responsible study of themes will help to avoid the danger of selecting themes which are not suitable for certain groups.


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