Abstract

The scope of early childhood education encompasses various interconnected aspects, including the individuals involved (teachers and institutions), the management of learning, and other relevant factors. Integrated learning is an educational approach considered suitable for educational requirements of young children because it aligns with the goals of this approach. This study employs a qualitative research design, utilizing methods such as observation, documentation, and interviews to gather data. The collected data are then analyzed to get the mean score. The study aimed to examine the implementation of classroom management strategies by student-teachers while developing lesson plans that incorporate integrated learning. The data are derived from a sample of twelve preservice teachers who engage in teaching practice at four kindergartens. The results of this study indicate that the respondents’ competence in implementing classroom management, particularly in developing comprehensive learning-oriented lesson plans, seems to be satisfactory. The mean scores of all variables fall within the range of 2.01 to 3.00 which denotes a satisfactory level of performance, supporting this. Meanwhile, the performance of each individual reveals that ten out of the twelve respondents achieved an acceptable mean score (ranging from 2.01 to 3.00), whereas just two respondents obtained a mean score over 3.01. The results suggest that most of the respondents demonstrated a reasonable level of competence in designing lesson plans by utilizing an integrated learning approach.