Active Outline

General Information

Course ID (CB01A and CB01B)
C DD063.
Course Title (CB02)
Math and Science Activities for the Young Child
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course allows students to design and assess developmentally appropriate activities and environments that foster curiosity and problem-solving in young children. An emphasis will be placed on the constructivist theories of cognitive development as a foundation for planning and implementing Science, Technology, Engineering, and Math (STEM). (This course meets NAEYC Standards 1a, 1b, 1c, 4b, 4c, 5a, 5b, 5c; NBPTS Standards I-VI; CED/DEC Standards CC4-S2, EC4-S1, CC7-K1, CC7-S1, CC7-S10, CC7-S11, CC7-S13, EC7-S4.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is an elective for the Child Development Degree and is CSU transferable. This course counts toward units required to obtain a California Child Development Permit. This course prepares students for the CA Preschool Learning Foundations.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

Prerequisite(s)

C D D010G or PSYC D010G (may be taken concurrently) and C D D050. (may be taken concurrently)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

Collaborative learning and small group exercises

Collaborative projects

Laboratory experience which involve students in formal exercises of data collection and analysis

Homework and extended projects

Other: Presentation of science and math activities

In-class exploration of Internet sites

Assignments

  1. Assigned readings in text,syllabus and journals
  2. Written observation and analysis of Piagetian conservation activities that demonstrates understanding of Preoperational thinking as defined by Piaget's Theory of Cognitive Development.
  3. Presentation Science/Math Curriculum Plan. In class tasks and activities designed by students as a demonstration and application of appropriate STEM curriculum for young children. They will create, plan and implement age-appropriate STEM curriculum with sensitivity to special needs, culture and linguistics.
  4. Written STEM Curriculum. A paper written in support of in-class presentation of STEM activities demonstrating understanding of current STEM and diversity standards.
  5. Assigned observations. Observations of young children in the classroom with an emphasis on emergent STEM topics. Observation and analysis of STEM environments.
  6. STEM Portfolio: A collection of resources and journal notations for teaching STEM for young children.

Methods of Evaluation

  1. Group projects, discussions, presentations, and conducting of experiments that demonstrate critical analysis and exploration of STEM materials and curriculum.
  2. Midterm exam combines both essay and objective questions. Exam evaluates the student's grasp of theories, core concepts and primary course content, with emphasis on diversity and current science/math research.
  3. Observation and analysis papers. Emphasis is on critical analysis of cognitive theories, developmentally appropriate science and math principles and practices.
  4. Lesson Plan Activity: Activity Plan evaluates student's application at theory to practice.
  5. Student's Final Project is to create a resource file by compiling and organizing all activities presented by instructor and students.
  6. Text, article and journal analyses through class discussion.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • Large classroom with access to running water and drainage(sink)
  • Six to eight tables used for the presentation, experimentation and execution of STEM activities for young children

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Copley, Juanita . "The Young Child and Mathematics" 2nd edition, (2010). National Association for the Education of Young Children & The National Council of Teachers of Mathematics, Reston, VA 20103
Moomaw, Sally, "Teaching STEM in the Early Years: Activities for integrating science, technology, engineering and mathematics", Redleaf Press, St. Paul, MN. 2013
Prairie, Arleen Pratt. "Inquiry Into Math, Science and Technology." Thomson/Delmar Learning. 2004.
Tambe, Jayanti. "The Art of Math and Science". Jayanti Tambe. 2016.

Examples of Supporting Texts and References

AuthorTitlePublisher
Banning, Wendy and Ginny Sullivan, "Lens on Outdoor Learning," (2010). Redleaf Press, ST. Paul, MN 2011
Math & Science for Young Children. (2015). Cengage Learning.
Cross, Aerial, "Nature Sparks: Connecting Children's Learning to the Natural World," (2011). Redleaf Press, St. Paul, MN 2012
Louv, Richard. "Last Child in the Woods. Saving Our Children From Nature-Deficit Disorder." Algonquin Books of Chapel Hill. 2008
Moomaw, Sally, More than Counting: Math Activities for Preschool and Kindergarten, Standards ed. Redleaf Press, St. Paul, MN. 2011
"Showcasing Mathematics for the Young Child: Activities for three, four and five year olds." Edited by Juanita V. Copley, The National Council of Teachers of Mathematics, Inc. Boston, MA 2010
Williams, Kerry Curtiss and George E. Veomett. "Launching Learners in Science, Prek-5. Corwin Press, Thousand Oaks. 2007
"Young Photographers: Can 4 year-olds Use a Digital Camera as a Tool for Learning?" Young Children, NAEYC, Sept. 2008

Learning Outcomes and Objectives

Course Objectives

  • Examine and describe the basic cognitive/constructivist theories of development as a basis for the teaching of STEM to young children.
  • Identify and employ experience-based STEM teaching methods, materials and technologies that match the needs of each child's developmental level
  • Create, plan and implement appropriate STEM curriculum accounting for the diversity of each young child.
  • Examine and evaluate developmentally appropriate STEM curriculum for young children.
  • Design and organize indoor and outdoor classroom environments for young children that support experiential, inquiry-based, interactive experimentation in STEM.
  • Identify and examine current, recommended STEM standards

CSLOs

  • Create, plan and implement appropriate STEM curriculum for each young child.

Outline

  1. Examine and describe the basic cognitive/constructivist theories of development as a basis for the teaching of STEM to young children.
    1. The Information Processing Theory of Cognitive Development
      1. The application of Information Processing Theory as it relates to developmentally appropriate practices in STEM for young children.
      2. The components of the Information Processing Theory as a foundation for understanding cognitive organization of data.
        1. Perception and it's role in thought.
        2. Senses: The input mechanisms of sight, hearing, taste, touch, and smell.
        3. Memory: Long and short term data storage systems
        4. Retrieval: Output systems and their relationship to perception
    2. Howard Gardner's Theory of Multiple Intelligences
      1. Define and compare Gardner's concept of Intelligences to the traditional model of intelligence.
      2. Gardner's categories of Intelligences
        1. Bodily-Kinesthetic Intelligence: Movement and doing. Athletes and surgeons.
        2. Interpersonal Intelligence: Interaction with others. Teachers and managers.
        3. Intrapersonal Intelligence: Self-reflective, introverted. Philosophers and psychologists.
        4. Logical-Mathematical Intelligence: Abstractions and numbers. Engineers and scientists.
        5. Musical Intelligence: Rhythm, music and hearing. Composers and disc-jockeys.
        6. Naturalistic Intelligence: Sensitivity to nature and natural surroundings. Conservationists and farmers.
        7. Verbal-Linguistic Intelligence: Words, spoken or written. Writers, lawyers and politicians.
        8. Visual-Spatial Intelligence: Visualization and mentally manipulating objects. Artists, engineers, and architects.
      3. Recognize the importance of Multiple Intelligences Theory as it relates to developmentally appropriate classroom practices in STEM for young children.
    3. Piaget's Theory of Cognitive Development
      1. Examine the concept of Constructivism as a foundation for Piaget's Theory of Cognitive Development.
      2. Define and describe key Piagetian concepts.
        1. Adaptation: The twin processes of Accommodation and Assimilation.
        2. Egocentrism: The connection between perspective, perception and rigid thinking.
        3. Conservation: Logically determining that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size.
      3. Explain Piaget's stages of cognitive development.
        1. Piaget's Sensory-Motor stage of cognitive development: Birth - two years of age. "Thinking" with the senses.
        2. Piaget's Pre-operational stage of cognitive development: Two - seven years of age. Egocentric, rigid, magical thinking.
        3. Piaget's Concrete Operational stage of cognitive development: Seven - eleven/twelve years of age. Logic is still connected to concrete experiences.
        4. Piaget's Formal Operational stage of cognitive development: Twelve - adult. Abstract logical thought is achieved.
      4. Explain the relationship of Piaget's constructivist theory of cognitive development to STEM curriculum for young children.
    4. Vygotsky's Theory of Cognition
      1. Examine critically the concept of Constructivism as it relates to Vygotsky's Theory of Cognitive Development.
      2. Define and describe the key components of Vygotsky's Theory of Cognitive Development.
        1. Vygotsky's social-cultural component of cognitive development: Human interaction and culture are critical in the development and transmission of knowledge.
        2. Language as a component of Vygotsky's Theory of Cognition: Language is the primary impetus and transmitter of knowledge.
        3. Vygotsky's concept of "Zone of Proximal Development." : The individual's ability to solve problems independently as well as their ability to solve problems with the assistance of adults or more capable peers.
        4. Vygotsky's concept of scaffolding: A process through which a teacher or more competent peer gives aid to the student in her/his Zone of Proximal Development as necessary, and tapers off this aid as it becomes unnecessary.
        5. Vygotsky's concept of "egocentric/inner speech": self-regulatory speech typically observed in young children that is not addressed to other people.
    5. Recognize and appraise the factors that effect cognitive development.
      1. Individual experience and culture and it's effects on cognition.
      2. Varying rates of maturation as it effects cognitive development.
      3. Heredity and it's role in cognitive development.
      4. Socialization and it's effects on cognitive development.
    6. Recognize the way cognition intersects with language, affective and physical abilities.
      1. Evaluate the place of language, egocentrism, non-conserving or transitional thinking within a cognitive framework.
      2. Understand the child's limited understanding of temporal concepts and experiential knowledge within a cognitive framework.
  2. Identify and employ experience-based STEM teaching methods, materials and technologies that match the needs of each child's developmental level
    1. Recognize the fundamentals of the developmental learning process of young children and their relationship to teaching methodology.
      1. Appraisal of interaction with and manipulation of concrete materials as essential to the learning process of each child.
      2. Recognize the young child's inquiry process about STEM as an interdisciplinary process.
        1. Choose teaching methods focused on the interdependency of concepts and approaches in both disciplines.
        2. Appraise age appropriate methods and materials that support blending STEM concepts with the interests of each child.
      3. Develop an adaptation of the scientific method appropriate to each young child's cognitive development.
        1. Recognize and encourage observation as the first step for the young child constructing knowledge about STEM.
        2. Assess the process of comparison for young children: the importance of noticing similarities and differences about objects and phenomena.
        3. Analyze the importance of estimation, counting, measuring, temporal comparisons, and weighing.
        4. Recognize the importance of classification. Sort and organize as a process of abstract and representational level of thinking for young children.
        5. Appraise the questioning process of young children: Recognize how young children use questions that arise from innate curiosity and experimentation and how this relates to prediction, and hypothesizing.
        6. Support young children's experimenting, testing, exploration, predictions and engineering.
        7. Select methods of documentation for young children. Communicate findings through graphs, drawings, charts, photos, artwork, digital recordings, dramatic presentations, and stories.
        8. Practice the process of extension, expansion and application of young children's findings.
    2. Identify, apply and employ child-centered practices, materials and technologies that encourage development of STEM concepts.
      1. Employ the practice of encouraging and nurturing each child's intellectual curiosity and sense of wonder about their world.
        1. Apply the practice of asking open-ended questions.
        2. Define and employ responsiveness in teacher/child interactions.
        3. Recognize the importance of process rather than product for young children: critical thinking and reasoning is valued over factual knowledge.
        4. Select, assess and employ current technologies such as computers, ipads and digital cameras to be used by the children in developmentally appropriate ways.
    3. Examine and implement emergent curriculum methods and practices in relationship to STEM for each young child.
  3. Create, plan and implement appropriate STEM curriculum accounting for the diversity of each young child.
    1. Recognize individual differences, including but not limited to special needs,culture, and language.
      1. Appraise critical thinking and reasoning skills of young children within the STEM curriculum.
      2. Develop curriculum that adapts to each young child's cognitive, social/emotional and physical capacities.
      3. Support each child's efforts by illustrating their learning.
      4. Construct concrete experiences for young children.
    2. Design curriculum that connects cognition with language arts, creative arts, movement activities.
      1. Collect each child's thoughts and ideas to design STEM experiments and activities.
      2. Employ children's emergent subjects of interest as the basis for exploration and investigation of STEM .
      3. Develop curriculum that adapts to each young child's cognitive, social/emotional and physical capacities.
    3. Examine appropriate content areas in STEM.
      1. Natural sciences
        1. plants (seeds, parts of plants, growing)
        2. animals (reproduction, care, appropriate choices)
        3. weather/seasons (temperature, climate, clothing)
        4. anatomy and physiology (body parts, functions, comparisons)
        5. soil, sand, water
        6. environmental education.(recycling and composting)
      2. Physical sciences
        1. matter (flow, solutions, density, viscosity)
        2. mechanics (momentum, weight, inclined planes, wheels)
        3. light (prisms, rainbows, color)
        4. sound (production, change, vibration)
        5. chemistry (transformations,changes in states)
      3. Math
        1. estimating, counting, measuring, temporal comparisons, weighing
        2. grouping (sorting)
        3. perceiving common relations
        4. understanding basic cause and effect relationships
        5. seriating, classifying, patterning
        6. ordering (counting, ordinal, cardinal)
        7. conserving
      4. Define and employ cooking as a blend of STEM.
        1. nutrition
        2. culture
    4. Support each child's use of the scientific method
    5. Apply STEM knowledge through collecting, growing, feeding, caring and constructing.
  4. Examine and evaluate developmentally appropriate STEM curriculum for young children.
    1. Define program goals
    2. Employ observation as a tool for assessing STEM curriculum.
    3. Evaluate and adapt to the cultural expectations of families
    4. Employ documentation of the young child's process in STEM as an assessment and communication tool.
    5. Support each child's efforts by illustrating their learning.
    6. Evaluate each child's needs based on age and typical and atypical development.
  5. Design and organize indoor and outdoor classroom environments for young children that support experiential, inquiry-based, interactive experimentation in STEM.
    1. Design and appraise appropriate STEM environments for young children
      1. Recognize that STEM are everywhere.
      2. Recognize that environment must be inclusive of typical and atypical development.
    2. Create spaces for each child's active exploration and experimentation.
      1. Recognize and employ open-ended equipment and materials that can be adapted to the needs of children as they change and grow.
      2. Define safety issues in order to select and employ appropriate equipment and materials for each child's exploration of STEM.
  6. Identify and examine current, recommended STEM standards
    1. The National Science Foundation
      1. Standards for preschool science
      2. Recommended evidence-based and best practices
    2. NAEYC Position statement for Mathematics
      1. California Preschool Learning Foundations and Curriculum for Mathematics
      2. California Preschool Learning Foundations alignment with Common Core
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