Abstract
This research documented and described the thematic approach for teaching young children in a Samoan preschool. Thematic teaching had been implemented in Samoa since the implementation of the first ECE Curriculum. There continued to be difficulties in its implementation due to staffing problems and resource acquisition. This qualitative case study was undertaken in one of the mission schools. Semi-structured interviews collected data on teachers’ understanding and application of the thematic approach in the local context. The findings indicated teachers needed more professional support and practical application to enhance their understanding of thematic teaching.
Keywords: Thematic approach, classroom teaching and learning, effectiveness
