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Math and Science for the Young Child

I.     Course Prefix/Number: ECE 227

       Course Name: Math and Science for the Young Child

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite

ECE 102, ECE 104 and ECE 125 , all with minimum grades of C, or consent of instructor.

III.   Course (Catalog) Description

Course introduces theory and practice related to curricular areas of mathematics and science for young children.  Content includes design and evaluation of developmentally appropriate, anti-bias activities and instructional materials.  Students will conduct math assessment on a young child.

IV.   Learning Objectives

At the conclusion of the course, students who satisfactorily complete all work will be able to:

A.    Demonstrate an understanding of the cognitive development of young children.

B.    Identify appropriate math and science learning objectives for Early Childhood Programs.

C.    Develop appropriate learning opportunities and instructional materials for young children in math and science (structured, individual, small and large group.)

D.    Create, present and evaluate math and science lesson plans.

E.    Assess the mathematical development of a preschooler, describe how the child fits into the sequence of development, and plan corresponding experiences.

F.    Plan for and recognize opportunities for science and mathematical experiences during “free choice” activity time in a preschool.

G.    Plan developmentally appropriate formal and informal science activities for preschool classrooms.

H.    Identify appropriate software and the use and misuse of computers in preschool class.

I.    Select and evaluate commercially made materials.

In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and the Early Childhood Content Standards as put forth by the Illinois State Board of Education.

IPTS
STANDARD 1 – Content Knowledge
The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences t hat make the content meaningful to all students.

Knowledge indicators – The competent teacher:
1A.  understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought.
1B.  understands the process of inquiry central to the discipline.
1C.  understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
1D.  understands the relationship of knowledge within the discipline to other content areas and to life and career applications.

STANDARD 2 – Human Development and Learning
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal developments of all students.

Knowledge indicators – The competent teacher:
2A.  understands how students construct knowledge, acquire skills, and develop habits of mind.
2B.  understands that students’ physical, social, emotional, ethical, and cognitive development influences learning.
2C.  understands human development, learning theory, neural science, and the ranges of individual variation within each domain.
2D.  understands that differences in approaches to learning and performance interact with development.
2E.  understands how to include student development factors when making instructional decisions.

STANDARD 3 – Diversity
The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Knowledge indicators – The competent teacher
3C.  understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.

STANDARD 4 – Planning for instruction
The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.

Knowledge indicators – The competent teacher
4A.  understands the Illinois Learning Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction.
4B.  understands how to develop short-and long-range plans consistent with curriculum goals, learner diversity, and learning theory.
4C.  understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective  bridge between students’ experiences and career and educational goals.
4D.  understands when and how to adjust plans based on students’ responses and other contingencies.
4E.  understands how to integrate technology into classroom instruction.
4F.  understands how to review and evaluate educational technologies to determine instructional value.

STANDARD 6 – Instructional Delivery
The competent teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.

Knowledge indicators – The competent teacher:
6A.  understands the cognitive processes associated with various kinds of learning and how these processes can be stimulated.
6B.  understands principles and techniques, along with advantages and limitations, associated with various instructional strategies.
6C.  knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.
6D.  understands the disciplinary and interdisciplinary approaches to learning and how they relate to life and career experiences.

STANDARD 7 – Communication
The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster activity inquiry, collaboration, and supportive interaction in the classroom.

Knowledge indicators – The competent teacher:
7D.  understands the importance of audience and purpose when selecting ways to communicate ideas.

STANDARD 8 – Assessment
The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Knowledge indicators – The competent teacher:
8A.  understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development.
8B.  understands the purposes, characteristics, and limitations of different kinds of assessments.
8D.  understands how to use the results of assessment to reflect on and modify teaching.

ECCS

STANDARD 1 – Curriculum
The competent early childhood teacher understands and demonstrates the central concepts, tools of inquiry, and structures of the content areas and creates and integrates meaningful learning experiences that develop children’s competence across all developmental areas and content areas.

Knowledge indicators – The competent early childhood teacher
1A.  Demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry in each of the following content areas:  Language and Literacy (English Language Arts); Mathematics; Science; Health, Safety, Nutrition, and Movement (Physical Development and Health); Art, Music, Drama (Fine Arts); and Social Science.
1B.  Understands conceptually sound and meaningful curriculum for children from birth through grade three.
1C.  Demonstrates an understanding of current research, best practice and professional standards

ECCS

STANDARD 3 – Curriculum:  Mathematics
The competent early childhood teacher demonstrates proficiency in the use of mathematics; understands and communicates the major concepts, procedures, and reasoning processes of mathematics, which include number systems, number sense, geometry, measurement, statistic, probability, and algebra; and promotes the abilities of children from birth to grade three as they apply, interpret, and construct mathematical thinking skills in a variety of situations.

Knowledge indicators:  The competent early childhood teacher
3A.  understands problem-solving approaches to investigate and understand mathematical content.
3B.  understands various approaches (estimation, mental math, manipulative modeling, pattern recognition, and technology) to explore and communicate mathematical ideas, solve problems, and investigate everyday situations.
3C.  understands concepts, skills, and procedures related to number, number sense, computation and numeration.
3D.  understands concepts, skills, and procedures related to geometry and spatial relationships.
3E.  understands concepts, skills, and procedures related to measurement attributes such as length, weight, volume, and temperature.

STANDARD 4 – Curriculum:  Science
The competent early childhood teacher understands the interrelationships among science, technology, and society; understands and applies fundamental concepts related to earth science (including space), life science (including the environment), and physical science: and promotes the scientific abilities of children from birth through grade three as they discover new knowledge through the use of scientific thinking, reasoning, and inquiry.

Knowledge indicators:  The competent early childhood teacher
4A.  understands the process of scientific inquiry and the interrelationships among science, technology, and society.
4B.  understands the principles of earth/space, life, and the physical sciences and their interconnectedness in everyday environments.

STANDARD 8 – Human Development and Learning
The competent early childhood teacher understands how individuals grow, develop, and learn provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three.

Knowledge indicators:  The competent early childhood teacher
8A.  understands how children from birth through grade t here develop physically, socially, emotionally, cognitively, linguistically, and aesthetically.
8B.  understands how to provide learning opportunities, which support and enhance each area of development-physical, social, emotional, cognitive, linguistic, and aesthetic.

STANDARD 10 – Planning for Instruction
The competent early childhood teacher understands instructional planning and designs learning opportunities based on knowledge of the children, their families, and t heir communities, and of content areas and curriculum goals.

Knowledge indicators:  The competent early childhood teacher
10A.  understands how to plan developmentally and culturally appropriate curriculum.
10B.  understands the rationale for developmentally and culturally appropriate practice.
10C.  understands how to develop short and long-range instructional plans, which are based on play, open-ended inquiry, and long-term investigation.
10D.  understands how to use and integrate appropriate technology resources into classroom instructions.

STANDARD 11 – Learning  Environment
The competent early childhood teacher uses an understanding of individuals and group motivation and behavior as well as of children’s developmental levels and needs to create a learning environment that encourages positive social interaction, active engagement in learning intrinsic motivation, and self-esteem.

Knowledge indicators:  The competent early childhood teacher
11A.  understands how to create, select, and evaluate developmentally appropriate materials, equipment and technology for inclusion in the learning environment.
11C.  understands how to design learning environments that support the educational needs and interests of all children from birth through grade three.

STANDARD 12 – Instructional Delivery
The competent early childhood teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Knowledge indicators:  The competent early childhood teacher
12A.  understands the rationale for a variety of instructional strategies, including play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences
12B.  understands how to enhance the intellectual curiosity, problem solving, and decision making of children from birth through grade three.

STANDARD 14 – Assessment
The competent early childhood teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all children.

Knowledge indicators:  The competent early childhood teacher
14A.  understands assessment as a means of evaluating how children learn, what they know and are able to do in meeting national, state, and local standards, and what kinds of experiences will support their further growth and development.
14B.  understands the purposes, characteristics and limitation of different kinds of assessments.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

A.    Science in the Pre-School
1.    The Scientific Method
2.    Formal, Informal, and Incidental Science
3.    Theoretical Perspectives
4.    Concept Building in Science
5.    Learning Centers
6.    Lesson Plans and Activities

B.    Math Readiness in Pre-School
1.    Developmental Patterns
2.    Formal, Informal and Incidental Math
3.    Mathematical Concepts
4.    Theoretical Perspectives
5.    Math Assessment of Pre-School Child
6.    Lesson Plans and Activities

VII.  Methods of Instruction

This course will be taught on three levels:
1.    theoretical
2.    curricular
3.    practical

Lectures, workshops, student activities/demonstrations, reports, films, and guest speakers will be included.
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

Students are required to attend class, actively participate in discussions, presentations, and activities and complete all written in-class assignments.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

Attendance, participation, written and oral assignments, class presentations and examinations.

XI.   Other Course Information

The instructor will provide each class with further information as to attendance, policies, and support systems.

Plagiarism/Cheating policies are covered under the Academic Dishonesty Section of the current catalog.

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.