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|Discipline and Nbr:
Explorations and Discoveries
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5 max.||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0||17.5 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 157.50||
This course familiarizes students with constructivist theories of cognitive development. Students will actively explore, experience, and develop math and science concepts suitable for young children. They will learn to implement age-appropriate activities for children aged 0-8.
Course Completion of CHLD 10 or (CHLD 110.1 and 110.2) and CHLD 90.4; Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Schedule of Classes Information
This course familiarizes students with constructivist theories of cognitive development. Students will actively explore, experience, and develop math and science concepts suitable for children aged 0-8.
(Grade or P/NP)
Recommended:Course Completion of CHLD 10 or (CHLD 110.1 and 110.2) and CHLD 90.4; Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Certificate Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
|CSU Transfer:||Transferable||Effective:||Fall 1987||Inactive:||
Upon completion of this class students will be able to:
1. Develop, demonstrate, and assess math and science activities for young children utilizing constructivist teaching strategies.
2. Define and evaluate developmentally appropriate math and science curriculum for young children.
3. Create environments that support math and science learning for young children.
4. Identify foundational knowledge and skills necessary for learning math.
5. Evaluate awareness of traditional gender bias in the teaching of math and science, and incorporate methods that are bias-free.
6. Foster and support children's natural curiosity about the world around them.
7. Assess the possibilities of "found materials" including those occurring in nature for use in the creation of science and math projects, and develop appropriate activities.
Topics and Scope
I. Constructivist theories of cognitive development and how children
B. Developmental ranges and interests
II. Developing and assessing quality math and science experiences
A. Identifying and building on children's experiences
B. Developing activities and units of study
1. Using an integrated curriculum
2. Active involvement and hands-on curriculum techniques
3. Promoting questioning strategies on the part of both
children and teachers
4. Modifying activities for developmental stages
C. Creating inviting and interesting math and science
III. Survey of math and science concepts and related activities
A. Matching, patterning
B. Number, counting, sets
D. Ordering, sequence, etc.
E. Comparing, classification, graphing
F. Space, shape
G. Parts and wholes
H. Predicting, inferring
I. Physical knowledge
J. Nature education
K. How things change
IV. Utilizing resources for teaching math and science
A. Found objects
B. Natural objects and materials
C. Community resources for recycled materials
D. Appropriate games and other toys and learning materials
E. Other teaching resources including web based materials,
curriculum kits and books
V. Creating a children's math and science library
A. Books and other media for children
B. Books and other media for teachers
VI. Equity issues in teaching science and math
A. Understanding bias in teaching math and science
B. Creating strategies for an inclusive curriculum
Assignments may include:
A. Activity reports: Written assessments of math and science
activities, approximately eight assignments of 1-3 pages each.
B. Curriculum activities:
1. Development, evaluation and oral presentation of 3-4 appropriate
math and science activities that include:
a) application of developmental and constructivist theory
b) age-appropriate use of materials
c) incorporation of attractive, inviting environments
d) awareness of gender equity considerations
2. Outside reading of text and handouts, approximately 15 pages per
3. Observation of an early childhood setting.
4. Written observation and assessment of math and science curriculum
in an early childhood setting, approximately one to two
assignments of 3-5 pages each.
5. Written responses to reading, approximately four of 2-3 pages
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
40 - 60%
|Reading reports, Written assignments, observations, response papers||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
20 - 45%
|Class performances, Field work, Curriculum activities||
|Exams: All forms of formal testing, other than skill performance exams.||Exams
0 - 0%
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
15 - 25%
THE YOUNG CHILD AS SCIENTIST: A CONSTRUCTIVIST APPROACH TO EARLY
CHILDHOOD SCIENCE EDUCATION by Christine Chaille, Lory Britain, 3rd
edition, Allyn & Bacon publishing, Boston, MA, 2002.
YOUNG CHILDREN REINVENT ARITHMETIC: IMPLICATIONS OF Piaget's Theory by
Constance Kamii, Teachers College Press, New York, 2000.