2021-2022 Undergraduate Catalog 
    
    May 28, 2024  
2021-2022 Undergraduate Catalog [ARCHIVED CATALOG]

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ECE 237 - Math for Young Children



3.0 Credits
Learn how young children develop foundational understanding of math through exploration of the physical and natural environment. Students learn strategies that encourage investigation and problem-solving through active experiences. S/U grade option.
Course-level Learning Objectives (CLOs)
Upon successful completion of this course, students will be able to:

  1. Document a contextual knowledge of how children learn mathematics and science based on defined developmentally appropriate practices, the importance of play, active learning and a constructivist approach to learning.
  2. Provide evidence of understanding the central concepts and professionally defined standards for mathematics for young children.
  3. Document foundational knowledge of young children’s mathematical development.
  4. Provide evidence of the ability to use teaching strategies to support natural exploration of materials, space, quantities, and physical relationships that is foundational to mathematical learning.
  5. Demonstrate strategies of interaction that will enhance children’s natural interest in mathematics and making sense of their physical and social worlds through play.
  6. Document foundational knowledge of the central concepts and professionally defined concepts for science.
  7. Provide evidence of the ability to design an active learning environment that supports children’s scientific development.
  8. Document an understanding of how young children form a conceptual understanding of science in the natural world.
  9. Demonstrate teaching strategies that provide time for and encouragement and strengthening of the scientific processes of observing, discovering inquiring, comparing, and hypothesizing in an active learning environment based on children’s interests and play.
  10. Document understanding of professionally defined, developmentally appropriate experiences, environmental design, adult interactions, and teacher roles that support scientific thought and foundational mathematical learning in young children.



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