An exploration of principles, methods, and materials for teaching children math and science concepts and process skills through discovery and play.
Co-Requisites and Pre-Requisites: Passage of background check is required for this course.
Relate the sequence of cognitive development to the acquisition of math and science concepts.
a. Summarize the sequential development of mathematical concepts.
b. Outline appropriate science concepts for children.
c. Describe how the development of mathematical concepts promotes children's thinking skills.
d. Explain how to promote children's cognitive development and understanding of their world through active, hands-on exploration of science concepts and processes.
e. Compare theories of cognitive development as they relate to math and science.
f. Summarize how brain development affects concept formation.
g. Compare gender similarities and differences in the acquisition of math and science concepts.
2. Describe the scientific process and its application to the early childhood indoor and outdoor learning environments.
a. Explain how to encourage all children to view themselves as competent scientific explorers.
b. Describe ways to promote all children's ability to think scientifically (e.g., by providing opportunities to observe, describe, classify and order).
c. 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).
3. Develop strategies which promote thinking and problem-solving skills in children.
a. 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.
b. Describe how to integrate curriculum content through a variety of learning experiences so children make connections across disciplines.
c. Explain techniques for integrating math and science throughout the curriculum.
d. 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.
e. Brainstorm strategies to encourage girls to feel competent in math and science.
4. Utilize observation and assessment as a basis for planning discovery experiences for the individual child.
a. Review a variety of assessment strategies.
b. Explain how assessment information is interpreted and used to provide developmentally appropriate learning activities.
c. Use a variety of assessment strategies to monitor children’s progress in achieving outcomes and planning learning activities.
5. Create, evaluate and/or select developmentally appropriate materials, equipment and environments to support the attainment of math and science concepts.
a. Evaluate children's books, software, manipulatives, music, blocks, and other materials which enhance math and science concepts for developmental appropriateness.
b. Describe how to create indoor and outdoor environments that encourage emergent numeracy and scientific literacy by offering children varied, meaningful and concrete learning experiences.
c. Discuss how technology can be philosophically and physically integrated to support development of math and science concepts in the curriculum.
d. Explore community resources, including cultural, available for enhancing math and science concepts.
e. Make and use developmentally appropriate, culturally diverse and nonsexist activities and materials to support development of specific math and science concepts.
f. Adapt math and science activities, materials, equipment, and environments for children with special needs.
Charlesworth, R. (2016). Math and science for young children (8th ed.). Cengage.
NAEYC (National Association for the Education of Young Children). 2022. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. 4th ed. Washington, DC: NAEYC.
Grades will be taken at the discretion of the instructor. Semester grades are based on the following:
Attendance/Participation/Discussions 25%
Assignments 35%
Projects & Assessments 40%
At the end of the semester, you will receive a letter grade based on the following averages:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = 0 – 59%
ADA Statement:
Any student with a documented disability (e.g. learning, psychiatric, vision, hearing, etc.) may contact the Office on the Weatherford College Weatherford Campus to request reasonable accommodations. Phone: 817-598-6350 Office Location: Office Number 118 in the Student Services Building, upper floor. Physical Address: Weatherford College 225 College Park Drive Weatherford, TX.