The dissertation consists of two parts, a theoretical and a research one.

    In the first part of the thesis, which is developed in four chapters, the concepts of the integration of knowledge and the cross-thematic approach are theoretically defined. The first chapter refers to the theory of integration, which uses various terms and definitions that define this theory in several ways, thus forming different kinds of approaches and integrated and integrative curricula. The second chapter analyses the role of modern school, which operates under the rationale and principles of the cross-thematic approach.  In addition, the context within which the pedagogical relationship is created and operates is discussed and analysed. The third chapter relates the renewed role of the educator through the cross-thematic approach and through its operation within modern Kindergarten. The fourth chapter deals with the specific and general characteristics of the Cross-Thematic Unified Framework Curriculum, which has been used as the basis for the development of thematic units during the teaching intervention phase.

    The second part of the dissertation is developed in three parts (research � results � conclusions). The main purpose of this research is a) to investigate the effect of a cross-thematic curriculum (integrative curriculum) on pre-school children (4 � 6 years old) and b) to investigate the views of Kindergarten teachers on the cross-thematic approach and the impact of those views on their daily teaching practices. The experimental method was applied, wherein three research tools were used: systematic, non-participating observation, teaching intervention and semi-structured interviews.

    The conclusion of the study showed that most of the Kindergarten teachers taken as a sample rely on the similarities between the Compilation Single Teaching (C.S.T.) and the Cross-Thematic Unified Framework Curriculum (CUFC), therefore applying or intending to apply the CUFC the same way as the CST is applied, mainly based on their experience. Furthermore, the analysis of the results of the interviews demonstrates that daily practice is the factor which primarily affects the formation and exercising of the teaching role, rather than the curriculum. Regarding teaching intervention, through the creation of an organised learning environment, children were actively involved in the formation of teaching by expressing questions and ideas, taking the initiative, formulating questions organised into activities, cooperating, communicating and creatively interacting with the environment around them, thus creating a motivational climate within the classroom.

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