MATH AND SCIENCE EDUCATION IN PRESCHOOL PERIOD DERS TANITIM VE UYGULAMA BİLGİLERİ

Kodu	Dersin Adı	Yarıyıl	Süresi(T+U)	Kredisi	AKTS Kredisi
CGY347E	MATH AND SCIENCE EDUCATION IN PRESCHOOL PERIOD	5	2	2	2

DERS BİLGİLERİ
Dersin Öğretim Dili :	İngilizce
Dersin Düzeyi	BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle
Dersin Türü	Zorunlu
Dersin Veriliş Şekli	-
Dersin Koordinatörü	Assist.Prof. NURTEN ELKİN
Dersi Veren Öğretim Üyesi/Öğretim Görevlisi	Öğr.Gör. BERK EFE ALTINAL
Ders Ön Koşulu	Yok

AMAÇ VE İÇERİK
Amaç:	It is aimed to gain knowledge about the developmental requirements, place and importance of science and mathematics education for children in early childhood education and to gain knowledge about the application of science and mathematics activities.
İçerik:	This course is designed to provide an understanding of the development of mathematics and science comprehension in preschool-aged children. We will explore and analyze the current knowledge base surrounding educational practices within these domains, shedding light on successful methodologies while pinpointing areas necessitating further exploration. Additionally, the course will formulate recommendations that can be integrated into early education policies to bolster mathematics and science education during the critical preschool period.

DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.)
Explains the development of science and mathematics concepts in early childhood.
Design science activities for children of different ages and developmental characteristics.
Design math activities for children of different ages and developmental characteristics.
Produces appropriate materials for science and math activities.
Explains the thoughts of the theorists about the subject.

HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI
Hafta	Ön Hazırlık	Konular	Yöntem
1	Reading the syllabus	Understanding and applying math and science policies and standards for young children	Lecturing, discussion
2	Read Mooway&Hieronymus (2011), chp. 2	The number and operations standard — quantification	Lecturing, class activities
3	Read Mooway&Hieronymus (2011), chp. 3	The number and operations standard—arithmetic operations	Lecturing, class activities
4	Read Mooway&Hieronymus (2011), chp. 4	The algabra standard	Lecturing, class activities
5	Read Mooway&Hieronymus (2011), chp. 5	The geometry standard	Lecturing, class activities
6	Read Mooway&Hieronymus (2011), chp. 6	The measurement standard	Lecturing, class activities
7	Read the previous material and prepare questions	Review and practice of the concepts	Q/A Session
8	-	MID-TERM EXAM	-
9	Recall Piaget's theory of learning	A constructivist approach to early childhood science education	Lecturing, class activities
10	Review McClure et. al. (2017)	STEAM for preschoolers – basics	Lecturing, class activities
11	Web search for STEAM activities	STEAM for preschoolers – microsystem, mesosystem, exosystem, macrosystem	Lecturing, class activities
12	Web search for STEAM activities and preparing materials	Preschool STEAM activities	Lecturing, class activities
13	Review McClure et. al. (2017)	Designing an age-appropriate curriculum and environment for preschool math education	Lecturing, class activities
14	Review McClure et. al. (2017)	Designing an age-appropriate curriculum and environment for preschool science education	Lecturing, class activities
15	Read the previous material and prepare questions	Review and practice of the concepts	Q/A Session
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

KAYNAKLAR
Sally Moomaw, Brenda Hieronymus. (2011). More Than Counting: Math Activities for Preschool and Kindergarten. Redleaf Press.
Kimberly Brenneman, Judi Stevenson-Boyd, Ellen C. Frede. (2009). Mathematics and Science in Preschool: Policy and Practice. https://nieer.org/wp-content/uploads/2016/08/MathSciencePolicyBrief0309.pdf
McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop. https://files.eric.ed.gov/fulltext/ED574402.pdf
Chaille, C., Britain, L. (2002). The Young Child as Scientist: A Constructivist Approach to Early Childhood Science Education. Pearson Education
Bob Williams, Debra Cunninghan, Joy Lubawy. (2013). Preschool Math. Gryphon House.
Douglas H. Clements, Julie Sarama, Ann-Marie DiBiase. (2004). Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Routledge

ÖLÇME VE DEĞERLENDİRME
Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi	Etkinlik Sayısı	Katkı Yüzdesi	Açıklama

(0) Etkisiz	(1) En Düşük	(2) Düşük	(3) Orta	(4) İyi	(5) Çok İyi
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field of Child Development.					4

KNOWLEDGE
Factual
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field of Child Development.					4

SKILLS
Cognitive
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To be able to use advanced theoretical and applied knowledge gained in the field of Child Development.					4

SKILLS
Practical
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To be able to interpret and evaluate data, to define and analyze problems, to develop solutions based on research and evidence by using the advanced knowledge and skills acquired in the field of Child Development.					4

OCCUPATIONAL
Autonomy & Responsibility
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Being able to independently carry out an advanced study in the field of Child Development.					4
2	To be able to take responsibility individually and as a team member to solve complex unforeseen problems encountered in practices related to Child Development.					4
3	To be able to understand and manage the activities for the development of the employees under his/her responsibility within the framework of a project.						5

OCCUPATIONAL
Learning to Learn
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Being able to critically evaluate the advanced knowledge and skills acquired in the field of Child Development.					4
2	Ability to identify learning needs and direct learning.				3
3	Developing a positive attitude towards lifelong learning						5

OCCUPATIONAL
Communication & Social
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To be able to inform relevant persons and institutions on issues related to Child Development; to be able to convey their thoughts and solutions to the problems verbally and in writing.					4
2	To be able to share with experts and non-experts, by supporting them with quantitative and qualitative data, their thoughts and solutions to problems in the field of Child Development.					4
3	Being able to organize and implement projects and activities for the social environment in which they live with the awareness of social responsibility.					4
4	To be able to follow the information in the field and communicate with colleagues by using a foreign language at least at the European Language Portfolio B1 General Level.					4
5	To be able to use information and communication technologies together with computer software at the Advanced Level of the European Computer Use License required by the Child Development field.				3

OCCUPATIONAL
Occupational and/or Vocational
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results related to Child Development.					4
2	To have sufficient awareness of the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety.					4

DERSİN İŞ YÜKÜ VE AKTS KREDİSİ
Öğrenme-Öğretme Etkinlikleri İş Yükü
Öğrenme-Öğretme Etkinlikleri	Etkinlik(hafta sayısı)	Süresi(saat sayısı)	Toplam İş Yükü
Lecture & In-Class Activities	14	2	28
Preliminary & Further Study	14	1	14
Land Surveying	0	0	0
Group Work	0	0	0
Laboratory	0	0	0
Reading	3	1	3
Assignment (Homework)	3	1	3
Project Work	0	0	0
Seminar	0	0	0
Internship	0	0	0
Technical Visit	0	0	0
Web Based Learning	0	0	0
Implementation/Application/Practice	0	0	0
Practice at a workplace	0	0	0
Occupational Activity	0	0	0
Social Activity	0	0	0
Thesis Work	0	0	0
Field Study	0	0	0
Report Writing	0	0	0
Final Exam	1	1	1
Preparation for the Final Exam	1	1	1
Mid-Term Exam	1	1	1
Preparation for the Mid-Term Exam	1	1	1
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	38	0	52