| PRE-SCHOOL TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE2101 | Mathematics Education in Early Childhood | Fall | 3 | 0 | 2 | 6 |
| 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: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Objectives: | By the end of the course, students will have become informed about: Mathematical thought; content, principles, processes and methods for pre-school maths programmes, materials towards developing mathematical thought. |
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The students who have succeeded in this course; 1. Understanding mathematical thinking, 2. Understanding the content of mathematics curriculum that is developed for preschool children, 3. Understanding the principles of mathematics, 4. To understand and practice the technics process and methods of mathematics, 5. Understanding the material to develop mathematical thinking. |
| -The description and content of mathematics. Mathematics in daily life -The principles, standards, theoretical foundations of mathematics -Thinking development in children and the development of mathematical thinking -Concepts and processes before counting (classification, comparison, matching, distinguishing, sorting and pattern) -Counting and numbers, graphics, geometry, measuring, collecting data -Problem solving -Mathematics language -Mathematics programs used for preschoolers around the world -Observing and developing mathematics materials |
| Week | Subject | Related Preparation | |
| 1) | Introduction and general information about course | ||
| 2) | Definition of contents of maths and theoretical framework. Maths in our daily life | ||
| 3) | Principles and standards of maths | ||
| 4) | Development of thought in children and the development of mathematical thought | ||
| 5) | Concepts and processes prior to learning to count (classifying, comparing, matching, distinguishing, ordering and weaving) | ||
| 6) | Concepts and processes prior to learning to count (classifying, comparing, matching, distinguishing, ordering and weaving) | ||
| 7) | Counting and numbers, graphics, geometry, measurement, data collection | ||
| 8) | Counting and numbers, graphics, geometry, measurement, data collection | ||
| 9) | Midterm | ||
| 10) | Problem çözme | ||
| 11) | Problem solving | ||
| 12) | Mathematical programmes for children from around the world | ||
| 13) | Examining and developing maths materials-be able to use material effectively | ||
| 14) | Examining and developing maths materials-be able to use material effectively | ||
| Course Notes: | -Sarama, J & Clements, D. H. (2009). Early Childhood Mathematics Education Research: Learning Trajectories for Young Children. -NCTM. (2000). Principles and Standards for School Mathematics. -Charlesworth. R., & Radeloff, J. D (1991). Experiences in Math for Young Children. Newyork: Delmar Pub. -Susan, S. S. (1996).Early Childhood Mathematics. USA: Allyn and Bacon Pub. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | 1 | % 10 |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | 1 | % 20 |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 1 | 10 | 10 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 1 | 14 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 1 | 10 | 10 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 66 | ||
| 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. | |
| 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) | Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. | |
| 4) | Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. | |
| 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 . | |
| 6) | To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. | |
| 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. | |
| 9) | To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. | |
| 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. | |
| 12) | Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. | |
| 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. | |
| 16) | To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |