Drake and Burns (2004) define curriculum integration as creating connections between learning areas and real-life situations. It is a creative way of teaching children to gain understanding of ideas and concepts related to different learning areas. Child-centered integration offers students the opportunity to participate in decision-making through discussion and choice of topics, 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 offer a starting point for understanding curricular integration and different approaches towards integration. The approaches are multidisciplinary, interdisciplinary and transdisciplinary. The multidisciplinary approach focuses on a thematic approach where teachers create learning outcomes from a range of disciplines or learning areas to fit the theme. There are several ways to create a multidisciplinary curriculum according to Drake and Burns (2004); they can range from teachers integrating many subjects within one learning area to thematic units where teachers plan a unit in which three or more thematic areas are involved. Fraser (2000) also talks about a multidisciplinary approach. She calls them thematic units and argues that thematic units are very different from curriculum integration because thematic units focus on a particular topic usually chosen by the teacher. This topic is then considered 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 on... middle of the paper... Despite myth for example, the real world is not organized into subject areas. Schug and Cross (1998), argue that to some extent this is true, children need to be able to think creatively, communicate and problem solve effectively. However, there are many jobs that require specialized knowledge such as law, engineering, and accounting. Schug and Cross (1998), also discuss the myth that curricular integration gives teachers more time for all subject areas. Schug and Cross argue that important areas of the curriculum are simply left out or not presented well during integration, which leads to 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 make sure the learning meets the outcomes of all the learning areas included.