Drake and Burns (2004) define curriculum integration as making connections between areas of learning and real-life situations. It's an inventive way to teach children to understand ideas and concepts related to different areas of learning. Child-centered inclusion provides opportunities for students to participate in decision-making by discussing and choosing themes, questions, and areas of interest (Brough, 2008). Students work with the teacher to construct their learning and the learning outcomes of their inquiry. Drake and Burns (2004) identified three approaches to curriculum integration. These approaches provide a starting point for understanding curriculum integration and different approaches to integration. The approaches are multidisciplinary, interdisciplinary and transdisciplinary. The multidisciplinary approach focuses on a thematic approach in which teachers create learning outcomes from a range of disciplines or learning areas to fit the theme. There are different ways to create a multidisciplinary program according to Drake and Burns (2004); they can range from teachers integrating many subjects into one area of ​​learning to thematic units in which teachers plan a unit in which three or more areas are involved. Fraser (2000) also speaks of a multidisciplinary approach. She calls these thematic units and argues that thematic units are very different from curriculum integration in that thematic units are focused on a particular topic usually chosen by the teacher. This topic is then looked at through the lens of each learning area, which is planned by the teacher rather than the children. Fraser (2000) believes that curriculum integration is often based around...... middle of paper .....ration for example myth, the real world is not organized around thematic areas. Schug and Cross (1998) argue that, to some extent, this is true. Children need to be able to think creatively, communicate and solve problems effectively. However, many jobs require specialized knowledge such as law, engineering and accounting. Schug and Cross (1998) also discuss the myth that curriculum integration gives teachers more time for all subjects. Schug and Cross argue that during curriculum integration, important areas of the curriculum are simply left out or not presented well during integration, resulting in fewer learning opportunities. Curriculum integration is a way of organizing the knowledge and skills we want children to learn, but as teachers we need to be sure that learning meets the outcomes of all learning areas included..