PRE-SCHOOL TEACHING
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ECE2004	Teaching Math and Science in Early Childhood	Fall	3	0	3	5

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Assoc. Prof. SEDA SARAÇ
Recommended Optional Program Components:	None
Course Objectives:	1. Relate the sequence of cognitive development to the acquisition of math and science concepts. 2. Summarize the sequential development of mathematical concepts. 3. Outline appropriate science concepts for children. 4. Describe how the development of mathematical concepts promotes children’s thinking skills. 5. Explain how to promote children’s cognitive development and understanding of their world through active, hands-on exploration of science concepts and processes. 6. Compare theories of cognitive development as they relate to math and science. 7. Summarize how brain development affects concept formation. 8. Compare gender similarities and differences in the acquisition of math and science concepts. 1. Describe the scientific process and its application to the early childhood indoor and outdoor learning environments. 9. Explain how to encourage all children to view themselves as competent scientific explorers. 10. Describe ways to promote all children’s ability to think scientifically (e.g., by providing opportunities to observe, describe, classify and order). 11. Summarize ways to nurture all children’s natural curiosity by encouraging them to explore and make discoveries about their world (e.g., by using their senses to gain information, draw conclusions and report outcomes). 1. Develop strategies which promote thinking and problem-solving skills in children. 12. Explain how instructional methods involving the use of various types of thinking (e.g., exploration, discovery learning, problem solving) can enhance children’s mathematical and scientific understanding. 13. Describe how to integrate curriculum content through a variety of learning experiences so children make connections across disciplines. 14. Explain techniques for integrating math and science throughout the curriculum. 15. Plan developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help children develop intellectual curiosity, solve problems, make decisions and become critical thinkers. 16. Brainstorm strategies to encourage girls to feel competent in math and science. 1. Utilize observation and assessment as a basis for planning discovery experiences for the individual child. 17. Review a variety of assessment strategies. 18. Explain how assessment information is interpreted and used to provide developmentally appropriate learning activities. 19. Use a variety of assessment strategies to monitor children’s progress in achieving outcomes and planning learning activities. 1. Create, evaluate and/or select developmentally appropriate materials, equipment and environments to support the attainment of math and science concepts. 20. Evaluate children’s books, software, manipulatives, music, blocks and other materials which enhance math and science concepts for developmental appropriateness. 21. Describe how to create indoor and outdoor environments that encourage emergent numeracy and scientific literacy by offering children varied, meaningful and concrete learning experiences. 22. Discuss how technology can be philosophically and physically integrated to support development of math and science concepts in the curriculum. 23. Explore community resources, including cultural, available for enhancing math and science concepts. 24. Make and use developmentally appropriate, culturally diverse and nonsexist activities and materials to support development of specific math and science concepts. 25. Adapt math and science activities, materials, equipment and environments for children with special needs.

Learning Outcomes

The students who have succeeded in this course;
End of the course students will be able to
1. Relate the sequence of cognitive development to the acquisition of math and science concepts.
2. Summarize the sequential development of mathematical concepts.
3. Outline appropriate science concepts for children.
4. Describe how the development of mathematical concepts promotes children’s thinking skills.
5. Explain how to promote children’s cognitive development and understanding of their world through active, hands-on exploration of science concepts and processes.
6. Compare theories of cognitive development as they relate to math and science.
7. Summarize how brain development affects concept formation.
8. Compare gender similarities and differences in the acquisition of math and science concepts.
1. Describe the scientific process and its application to the early childhood indoor and outdoor learning environments.
9. Explain how to encourage all children to view themselves as competent scientific explorers.
10. Describe ways to promote all children’s ability to think scientifically (e.g., by providing opportunities to observe, describe, classify and order).
11. Summarize ways to nurture all children’s natural curiosity by encouraging them to explore and make discoveries about their world (e.g., by using their senses to gain information, draw conclusions and report outcomes).
1. Develop strategies which promote thinking and problem-solving skills in children.
12. Explain how instructional methods involving the use of various types of thinking (e.g., exploration, discovery learning, problem solving) can enhance children’s mathematical and scientific understanding.
13. Describe how to integrate curriculum content through a variety of learning experiences so children make connections across disciplines.
14. Explain techniques for integrating math and science throughout the curriculum.
15. Plan developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help children develop intellectual curiosity, solve problems, make decisions and become critical thinkers.
16. Brainstorm strategies to encourage girls to feel competent in math and science.
1. Utilize observation and assessment as a basis for planning discovery experiences for the individual child.
17. Review a variety of assessment strategies.
18. Explain how assessment information is interpreted and used to provide developmentally appropriate learning activities.
19. Use a variety of assessment strategies to monitor children’s progress in achieving outcomes and planning learning activities.
1. Create, evaluate and/or select developmentally appropriate materials, equipment and environments to support the attainment of math and science concepts.
20. Evaluate children’s books, software, manipulatives, music, blocks and other materials which enhance math and science concepts for developmental appropriateness.
21. Describe how to create indoor and outdoor environments that encourage emergent numeracy and scientific literacy by offering children varied, meaningful and concrete learning experiences.
22. Discuss how technology can be philosophically and physically integrated to support development of math and science concepts in the curriculum.
23. Explore community resources, including cultural, available for enhancing math and science concepts.
24. Make and use developmentally appropriate, culturally diverse and nonsexist activities and materials to support development of specific math and science concepts.
25. Adapt math and science activities, materials, equipment and environments for children with special needs.

Course Content

Development of science and nature concepts in young children; importance of science and nature; development of problem solving, critical thinking, inquiry, observation skills; teaching science concepts (life cycle, reproduction, health, human body, nutrition, earth, environment, space, force and motion, matter, heat, light, sound etc.) to young children; science tools and materials for early childhood science teaching; design of early childhood science learning environments; assessment of science learning

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction
2)	Sequence of Cognitive development math and science concepts
3)	Appropriate science and math concepts for children
4)	Development of math concepts and how to promote children’s thinking skills
5)	Understanding of Children through their world with active hands on exploration of science and math processes
6)	Theories of Cognitive development as they relate to math and science
7)	Midterm
8)	Gender similarities and differences in regards to math and science concepts acquisiton
9)	Encourage all children to be view themselves as scientific explorers and problem solvers
10)	Ways to promote all children’s ability to think scientifically observe, classify, describe and order.
11)	Strategies that promote thinking and problem solving skills in children
12)	Various types of thinking exploration, discovery learning,a and problem solving.
13)	Integrated curriculum across disciplines
14)	Presentations

Sources

Course Notes / Textbooks:	• Lind, K. K. (2004). Exploring science in early childhood education. New York, NY: Wadsworth Publishing. • Charlesworth, R. &Lind, K K.(2012). Math and science for young children. Clifton Park, NY: Thomson Delmar Learning. • Seefeldt, C., Galper, A., & jones, I. (2012). Active experiences for active children: Science. Columbus, OH: Merrill
References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Total		%
PERCENTAGE OF SEMESTER WORK		% 0
PERCENTAGE OF FINAL WORK		%
Total		%

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Laboratory	6	8	48
Presentations / Seminar	4	4	16
Project	1	2	2
Total Workload			108

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically.	3
2)	To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process.	3
3)	Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education.	4
4)	Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life.	4
5)	To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .	3
6)	To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton.	3
7)	To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process.
8)	To integrate the knowledge and experience of working together with different programs and different age groups.	3
9)	To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth.	3
10)	To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society.
11)	To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions.	3
12)	Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly.	3
13)	To demonstrate commitment to societial,scientific and professional values.
14)	To recognize and respect different cultures and to be sensitive to individual and cultural differences.
15)	To demonstrate competence and ethical approach in information and communication technologies.	2
16)	To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education.