1

Name of Course/Module: TEACHING MATHEMATICS AND SCIENCE IN EARLY CHILDHOOD Course Code: KMS 430 Name(s) of academic staff: NUR IZZIANA BINTI HAJI ABD. RAZAK Rationale for the inclusion of the course/module in the programme This course is designed to increase confidence and skills in teaching mathematics and science in the early childhood setting Semester and Year offered : Year 2 Semester 4 Total Student Learning Time (SLT L = Lecture T = Tutorial P = Practical O= Others L 28 Total Guided and Independent Learning O 120 5 14 2

2 3 4

5 6

Face to face

7 8

Credit Value:3 Prerequisite (if any) : None Learning Outcomes At the end of the course, learners will be able to : Demonstrate appropriate use of psycho-motor and perceptual aids to teach mathematics and science concepts and skills. Demonstrate the ability to sequence learning from real experiences to concrete experiences. Demonstrate knowledge of affective concerns in learning mathematics and Demonstrate knowledge of the scope and sequence of concepts and skills of mathematics and science in early childhood. Demonstrate ability to integrate mathematics and science into other content area instruction. Prepare mathematics and science materials to teach lessons to young children.

10

Transferable Skills. Problem solving skills Applications skill Communication skills Interpersonal skills Creative thinking skils Teaching-learning and assessment strategy A. Group discussions (small and large) B. Hands-on Activities C. Lectures and guest speakers D. Instructional Planning E. Field Experiences F. Computer Activities

11

G. Reflections and Assessments H. Textbook I. Group Demonstrations Assessment strategy - On-going assessment (class participation) - Assignments 1 & 2 - End of semester examination 12 Synopsis This course intends to give an introduction to fundamental Mode of Delivery Lecture, Tutorial and Group Discussion Assessment Methods and Types Course Work: 60 % (Class participation, Assignments 1 & 2) Written Examination: 40 % Mapping of the course/module to the Programme Aims :

13

14

15

16

The programme aims to: MQF LEARNING OUT COMES Programme LO1 PROGRAMME LEARNING OUTCOMES

Ability to plan early childhood curriculum that is based on a thorough understanding of child development Ability to plan and implement implement developmentally effective curriculum that addresses all domains of learning programs and curriculum to meet the developmental needs of children and managing children Ability to apply a personal philosophy of early childhood education within the framework of ethical and professional standards Raise awareness of issues pertaining to government guidelines and curriculum implementation and current research in early childhood care and education Demonstrate a foundational knowledge of how the role as a child development specialist will influence and be applied as a teacher of young children by citing specific teaching approaches, strategies, methods, and tools for early education Acquire management and supervision skills that promote effective learning programmes, workshop and encourage teamwork among staff and collaboration with parents

Programme LO2

Programme LO3

Programme LO4

Programme LO5

Programme LO6

Programme LO7

Be equipped with the professional knowledge of the role of the teacher in establishing relationships, building partnerships with parents, and identification of the importance of the family in the life and development of a child Be equipped with the administrative and management skills necessary for the efficient operation of early childhood centres and demonstrate entrepreneurial skills Awareness of current issues in early childhood education and the need for continued reflection and research as a basis for examining the significance of these issues on educational practice

Programme LO8

Programme LO9

17

Content Outline of the course/module and the SLT per topic :

Assignment 2

Assignment 1

Course Materials

Introduction of Science and Math for Young Children Objectives: how child development, the environment and social interactions influence mathematical and scientific thinking in young children What is the teachers role in helping children construct concepts in math and science? Connecting Child Development Theorists and Content Knowledge Objectives: Review child development and influential theorists Teaching the whole child The importance of selecting appropriate materials Creating a climate and environment for learning Assessing young children to inform instruction Number and Operations for All Young Children Objectives: Developmental concepts of counting, addition and subtraction. Young childrens mathematical understandings Creating experiences to help children develop

0.5

0.5

Total SLT(Hours) 3.5 3.5 3

Lecture

others

deeper mathematical understandings Geometry, Shapes and Spatial Sense for All Young Children Developmental concepts of shapes, area, size Creating experiences to help children develop deeper mathematical understandings of shape, size and area Observation and authentic assessment of childrens understandings of Topic Algebra, Patterns & Relations for All Young Children Involving families in curriculum Patterns and units Describing attributes of objects Measurement and Data Collection & Analysis Objectives: Meaningful ways to build understandings of measurement for all young children Charting and data collection Literacy of mathematics Use technology in instruction. Helping Children See the World to Foster Inquiry and Discovery Watch video: Where Do Children Play Earth and Space Science Objectives: Identify the Earth and Space strands in Massachusetts Curriculum Frameworks Develop inquiry process for Earth and Space strands for young children 3-7 years of age Life Science (Biology) for all young children Build meaningful curriculum Planning field trips to foster hands on learning Physical Sciences Expanding children language and literacy through science Integrating Science across the curriculum Sharing Resources and Opportunities to Engage Families in their Child Education

0.5

6.5

0.5 2.5

0.5

4.5

0.5

6.5 2 49

28

14

18

Main references supporting the course Geist, E., (2009). Children Are Born Mathematicians: Supporting Mathematical Development, Birth to Age 8, Upper Saddle River, NJ: Pearson. Harlan, J. D., & M.S. Rivkin. (2008). Science Experiences for the Early Childhood Years, Upper Saddle River, NJ: Pearson Education

19

Other additional information Copley, J. Editor. (1999). Mathematics in the Early Years, Reston, VA: National Council of Teachers of Mathematics. Chalufour, I. and Worth, K. (2005) Exploring Water with Young Children, Portsmouth, NH: Prentice Hall. Chalufour, I. and Worth, K. (2005) Building Structures with Young Children, Portsmouth, NH: Prentice Hall Chalufour, I. and Worth, K. (2005) Discovery Nature with Young Children, Portsmouth, NH: Prentice Hall Clements, Doug, and Sarama, Julie (2007) Real Math Building Blocks. Teacher Edition, Grade Pre-K, Columbus, Ohio