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  2. Mathematics and Science for the Early Years [ECE5197]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Mathematics and Science for the Early Years

  • Unit Code

    ECE5197

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on the research literature, teaching and learning of mathematical and scientific concepts, skills and language, appropriate for children, birth to five years. In addition current theoretical and pedagogical practices of teaching mathematics and science in early childhood are examined. The significance of learning environments and the role of the educator in extending children's learning and development of mathematics and science concepts through exploration and play are also explored.

Non Standard Timetable Requirements

On-campus mode: weekends only and school holiday periods. Fully online mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Assess and report children's mathematical and scientific learning to share with families and colleagues.
  2. Critically analyse and apply theoretical perspectives and practices for mathematics and science teaching and learning in early childhood settings.
  3. Demonstrate knowledge of early childhood pedagogical principles and practices which will develop positive attitudes to mathematics and science.
  4. Design engaging learning environments for mathematics and science that extend children's learning and development.
  5. Develop a sequence of mathematics and science learning experiences to extend individual children's learning and development, based on relevant curriculum documents such as the Early Years Learning Framework, The National Quality Standard and the Australian Curriculum.
  6. Evaluate and select appropriate resourcesand include ICT inthe teaching and learning of mathematics and science.
  7. Extend children's use and understanding of mathematical and scientific language to develop concepts, and
  8. Justify and plan for the role of play in the young child's acquisition of mathematical and scientific skills and understanding.

Unit Content

  1. Assessing and reporting mathematics and science learning to share with families and colleagues.
  2. Current evidence based researchliterature on how young children learn mathematics and science.
  3. Current theoretical and pedagogical practice for mathematics and science teaching and learning.
  4. Designing and evaluating mathematical and scientific environments, ICTand resources.
  5. Developing mathematical and scientific programs based on sequences of learning experiences attuned and responsive to children's strengths, interests and emerging development.
  6. The role of play in the development of mathematical and scientific ideas and skills.
  7. The role of the educator in the development of childrens mathematics and science language, concepts, skills and attitudes.

Additional Learning Experience Information

This Unit is offered in two modes: On campus: Lectures, workshops, directed reading, videos and practical hands-on learning. Online: Fully online.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentResearch paper50%
AssignmentAssignment50%
ONLINE
TypeDescriptionValue
AssignmentResearch Paper50%
AssignmentAssignment50%

Text References

  • ^ Knaus, M. (2013). Maths is all around you: Developing mathematical concepts in the early years. Albert Park, Vic: Teaching Solutions.
  • Fleer, M., & Hardy, T. (2007). Science for children. (3rd ed.). Australia: Pearson Education.
  • Tucker, K. (2010). Mathematics through play in the early years: Activities and ideas. (2nd ed.). London, United Kingdom: Paul Chapman Publishing.
  • Stelzer, E. (2005). Experiencing science and math in early childhood. Frenchs Forest, Australia: Pearson Education Australia.
  • Smith, S.S. (2009). Early childhood mathematics. (4th ed.). Frenchs Forest, Australia: Pearson Education Australia.
  • Skinner, C., & Stevens, J. (2012). Foundations of mathematics: An active approach to number, shape and measures in the early years. London, United Kingdom: Bloomsbury.
  • Seefeldt, C., & Galper, A. (2008). Active experiences for active children. (2nd ed.). Upper Saddle River, NJ: Pearson
  • Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge.
  • Montague-Smith, A., & Price, A. (2012). Mathematics in early years education. (3rd ed.). London, United Kingdom: David Fulton Publishers.
  • Macmillan, A. (2009). Numeracy in early childhood. Melbourne, Australia: Oxford University Press.
  • Howitt, C., & Blake, E. (ed.). (2010). Planting the seeds of science: A flexible, integrated and engaging resource for teachers of 3 to 8 year olds. (2nd ed.). Western Australia: Australian Teaching and Learning Council.
  • Aitkin, J., Hunt, J., Roy, E., & Sajfar, B. (2012). A sense of wonder: Science in early childhood. Albert Park, Vic: Teaching Solutions.
  • Charlesworth, R. (2006). Math and science for young children. Clifton Park, NY: Cengage Delmar.
  • Charlesworth, R. (2012). Experiences in math for young children. (6th ed.). Clifton Park, NY: Cengage Delmar.
  • Chaille, C., & Britain, L. (2003). Young children as scientist: The constructivist approach to early childhood science education. (3rd ed.). Frenchs Forest: Pearson Education Australia.
  • Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from http://foi.deewr.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf.
  • Harlan, J., & Rivkin, M. (2011). Science experiences for the early years: An integrated affective approach. (10th ed.). Upper Saddle River, NJ: Pearson Education.
  • Van de Walle, J.A., & Lovin, L.A.H. (2006). Teaching student centered mathematics: Grades K-3. Frenchs Forest, Australia: Pearson Education Australia.

Journal References

  • Contemporary Issues in Early Childhood
  • Teaching Children Mathematics (Journal of the National Council of Teachers of Mathematics)
  • Young Children
  • Research In Practice Series (Early Childhood Australia)
  • Journal of Research in Childhood Education
  • Journal of Educational Research
  • Journal of the Australian Science Teachers? Association
  • Journal of the Australian Association of Mathematics Teachers, Inc
  • Investigating: Australian Primary and Junior Science Journal
  • International Play Journal
  • Every Child (Early Childhood Australia)
  • Australasian Journal of Early Childhood Education
  • Australian Primary Mathematics Classroom
  • Australian Research in Early Childhood Education
  • Early Childhood Quarterly
  • Early Childhood Research Quarterly
  • Early Childhood Education Journal
  • Early Childhood Research and Practice

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ECE5197|2|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Mathematics and Science for the Early Years

  • Unit Code

    ECE5197

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on the research literature, teaching and learning of mathematical and scientific concepts, skills and language, appropriate for children, birth to five years. In addition current theoretical and pedagogical practices of teaching mathematics and science in early childhood are examined. The significance of learning environments and the role of the educator in extending children's learning and development of mathematics and science concepts through exploration and play are also explored.

Non Standard Timetable Requirements

On-campus mode: weekends only and school holiday periods. Fully online mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Assess and report children's mathematical and scientific learning to share with families and colleagues.
  2. Critically analyse and apply theoretical perspectives and practices for mathematics and science teaching and learning in early childhood settings.
  3. Demonstrate knowledge of early childhood pedagogical principles and practices which will develop positive attitudes to mathematics and science.
  4. Design engaging learning environments for mathematics and science that extend children's learning and development.
  5. Develop a sequence of mathematics and science learning experiences to extend individual children's learning and development, based on relevant curriculum documents such as the Early Years Learning Framework, The National Quality Standard and the Australian Curriculum.
  6. Evaluate and select appropriate resourcesand include ICT inthe teaching and learning of mathematics and science.
  7. Extend children's use and understanding of mathematical and scientific language to develop concepts, and
  8. Justify and plan for the role of play in the young child's acquisition of mathematical and scientific skills and understanding.

Unit Content

  1. Assessing and reporting mathematics and science learning to share with families and colleagues.
  2. Current evidence based researchliterature on how young children learn mathematics and science.
  3. Current theoretical and pedagogical practice for mathematics and science teaching and learning.
  4. Designing and evaluating mathematical and scientific environments, ICTand resources.
  5. Developing mathematical and scientific programs based on sequences of learning experiences attuned and responsive to children's strengths, interests and emerging development.
  6. The role of play in the development of mathematical and scientific ideas and skills.
  7. The role of the educator in the development of childrens mathematics and science language, concepts, skills and attitudes.

Additional Learning Experience Information

This Unit is offered in two modes: On campus: Lectures, workshops, directed reading, videos and practical hands-on learning. Online: Fully online.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentResearch paper50%
AssignmentAssignment50%
ONLINE
TypeDescriptionValue
AssignmentResearch Paper50%
AssignmentAssignment50%

Text References

  • ^ Knaus, M. (2013). Maths is all around you: Developing mathematical concepts in the early years. Albert Park, Vic: Teaching Solutions.
  • Harlan, J., & Rivkin, M. (2011). Science experiences for the early years: An integrated affective approach. (10th ed.). Upper Saddle River, NJ: Pearson Education.
  • Stelzer, E. (2005). Experiencing science and math in early childhood. Frenchs Forest, Australia: Pearson Education Australia.
  • Smith, S.S. (2009). Early childhood mathematics. (4th ed.). Frenchs Forest, Australia: Pearson Education Australia.
  • Skinner, C., & Stevens, J. (2012). Foundations of mathematics: An active approach to number, shape and measures in the early years. London, United Kingdom: Bloomsbury.
  • Seefeldt, C., & Galper, A. (2008). Active experiences for active children. (2nd ed.). Upper Saddle River, NJ: Pearson
  • Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge.
  • Montague-Smith, A., & Price, A. (2012). Mathematics in early years education. (3rd ed.). London, United Kingdom: David Fulton Publishers.
  • Macmillan, A. (2009). Numeracy in early childhood. Melbourne, Australia: Oxford University Press.
  • Howitt, C., & Blake, E. (ed.). (2010). Planting the seeds of science: A flexible, integrated and engaging resource for teachers of 3 to 8 year olds. (2nd ed.). Western Australia: Australian Teaching and Learning Council.
  • Aitkin, J., Hunt, J., Roy, E., & Sajfar, B. (2012). A sense of wonder: Science in early childhood. Albert Park, Vic: Teaching Solutions.
  • Charlesworth, R. (2006). Math and science for young children. Clifton Park, NY: Cengage Delmar.
  • Charlesworth, R. (2012). Experiences in math for young children. (6th ed.). Clifton Park, NY: Cengage Delmar.
  • Chaille, C., & Britain, L. (2003). Young children as scientist: The constructivist approach to early childhood science education. (3rd ed.). Frenchs Forest: Pearson Education Australia.
  • Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from http://foi.deewr.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf.
  • Fleer, M., & Hardy, T. (2007). Science for children. (3rd ed.). Australia: Pearson Education.
  • Van de Walle, J.A., & Lovin, L.A.H. (2006). Teaching student centered mathematics: Grades K-3. Frenchs Forest, Australia: Pearson Education Australia.
  • Tucker, K. (2010). Mathematics through play in the early years: Activities and ideas. (2nd ed.). London, United Kingdom: Paul Chapman Publishing.

Journal References

  • Teaching Children Mathematics (Journal of the National Council of Teachers of Mathematics)
  • Young Children
  • Research In Practice Series (Early Childhood Australia)
  • Journal of Research in Childhood Education
  • Journal of Educational Research
  • Journal of the Australian Science Teachers? Association
  • Journal of the Australian Association of Mathematics Teachers, Inc
  • Investigating: Australian Primary and Junior Science Journal
  • International Play Journal
  • Every Child (Early Childhood Australia)
  • Australasian Journal of Early Childhood Education
  • Australian Primary Mathematics Classroom
  • Australian Research in Early Childhood Education
  • Contemporary Issues in Early Childhood
  • Early Childhood Quarterly
  • Early Childhood Research Quarterly
  • Early Childhood Education Journal
  • Early Childhood Research and Practice

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ECE5197|2|2