| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE2004 | Teaching Math and Science in Early Childhood | Fall | 3 | 0 | 3 | 5 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| 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. |
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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. |
| 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 |
| 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 | ||
| Course Notes: | • 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: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 0 | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % 0 | |
| Total | % 0 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 6 | 8 | 48 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 4 | 4 | 16 |
| Project | 1 | 2 | 2 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 108 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |