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| Course Description |
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| Course Name |
: |
Teaching Mathematics in Early Childhood |
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| Course Code |
: |
O 209 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
2 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
5 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. DURMUŞ ASLAN
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| Learning Outcomes of the Course |
: |
Explains the basic theories of preschoolers´ cognitive development
Explains how the concept development occurs in preschoolers
Explains how the math corner should be planned and organized in early childhood education
Prepares math activities in preschool daily schedule
Explains the development of mathematics concepts in early childhood period
Plans activities about basic skills and concepts of mathematic education in early childhood period
Plans materials about preschool math activities
Plans mother tongue activities and games about math education in early childhood period
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|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
Comprehending the importance of nature mathematic in early childhood, the presentation of teaching methods and materials used in math education, the goin of skill and knowledge in application process |
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| Course Contents |
: |
The principles, aims and benefits of maths activites in early chilhood education, the stuation of this activites in preschool education programs. The preparation and application of materials related to math |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Introducing the lesson and importance of mathematics education in early childhood education |
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Oral presentation, PPT, Discussion |
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2 |
Cognitive development and concept learning in children |
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Oral presentation, PPT, Discussion |
|
3 |
Planning math activities in early childhood period |
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Oral presentation, PPT, Discussion |
|
4 |
Training of classification skill, preparing activity and presenting it |
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Oral presentation, PPT, Discussion |
|
5 |
Training one to one matching skill, preparing activity and presenting it |
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Oral presentation, PPT, Small group activities |
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6 |
Training comparison skill, preparing activity and presenting it |
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Oral presentation, PPT, Small group activities |
|
7 |
Mid-term exam |
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|
|
8 |
Training of sorting skill, preparing activity and presenting it |
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Oral presentation, PPT, Small group activities |
|
9 |
Training of number concept, preparing activity and presenting it |
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Oral presentation, PPT, Small group activities |
|
10 |
Training the concept of operation, preparing activity and presenting it |
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Oral presentation, PPT, Small group activities |
|
11 |
Teaching the concepts of geometry and spatial perception, preparing activity |
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Oral presentation, PPT, Small group activities |
|
12 |
Teaching the concept of measuring |
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Oral presentation, PPT, Small group activities |
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13 |
The use of graphics |
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Oral presentation, PPT, Small group activities |
|
14 |
Computer-aided mathematics education |
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Oral presentation, PPT, Small group activities |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Sarama, J., & Clements, D. H. (2009). Early Childhood Mathematics Education Research. Routledge, New York.
Saracho, O. N., Spodek, B. (2008). Contemporary Perspectives on Mathematics in Early Childhood Education. Charlotte, NC: Information Age Publishing, INC.
Charlesworth, R., & Lind, K. K. (2003). Math and Science for Young Children. NY: Delmar Learning.
Smith, S. S. (2006). Early Childhood Mathematics. Boston : Pearson/Allyn and Bacon.
Cross, C. T., & Woods, T. A., & Schweingruber, H. (2009). Mathematics Learning in Early Childhood. Washington DC: The National Academic Press.
Clements, D. H. (ed.), & Sarama, J. (ed.). (2004). Engaging Young Childen in Mathematics. Mahwah: Lawrence Erlbaum Associates.
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| |
| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
0 |
60 |
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Homeworks/Projects/Others |
13 |
40 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains basic concepts related to Science and Mathematics. |
5 |
|
2 |
Modifies education settings to accommodate children with special needs and applies an inclusive education. |
0 |
|
3 |
Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. |
0 |
|
4 |
Explains the theories of development, learning, and education related to pre-school children. |
5 |
|
5 |
Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. |
5 |
|
6 |
Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. |
2 |
|
7 |
Explains regulations, principles and education program about early childhood education. |
0 |
|
8 |
Applies appropriate methods and techniques to support children´s development from all perspectives. |
3 |
|
9 |
Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. |
2 |
|
10 |
Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. |
5 |
|
11 |
Uses family involvement strategies actively. |
0 |
|
12 |
Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. |
0 |
|
13 |
Uses information technology effectively to reach educational goals. |
2 |
|
14 |
Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. |
0 |
|
15 |
Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . |
0 |
|
16 |
Has necessary skills and knowledge in the fields of music, games and drama. |
2 |
|
17 |
Takes an active role in individual and group activities and successfully finish the tasks. |
2 |
|
18 |
Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. |
0 |
|
19 |
Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. |
0 |
|
20 |
Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
1 |
14 |
| Assesment Related Works |
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Homeworks, Projects, Others |
13 |
3 |
39 |
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Mid-term Exams (Written, Oral, etc.) |
0 |
0 |
0 |
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Final Exam |
1 |
26 |
26 |
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Total Workload: | 121 |
| Total Workload / 25 (h): | 4.84 |
| ECTS Credit: | 5 |
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