Course Snapshot for ECE125 - Science and Math for the Young Child
The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.
Course Competencies
The competencies you will demonstrate in this course are as follows:
- Examine the impact of caregiver attitudes/practices and program goals on math and science learning of young children.
- Develop skills in observing and analyzing children’s activities, ideas, and interests as sources for developmentally appropriate science and math planning.
- Deepen understanding of the stages of child development as it relates to the acquisition of scientific and mathematical concepts by young children, through observation, research, and practice.
- Explore the role of the environment in providing developmentally appropriate and integrated math and science curriculum for young children.
- Formulate new roles and behaviors for yourself as a care provider of young children.
- Prepare developmentally appropriate activities for math and science instruction for young children.
Module Outcomes Mapped to Competencies
| Outcomes | Competencies | |
|---|---|---|
| 1 | Evaluate personal biases and beliefs about Math and Science instruction for young children. | A, E |
| 2 | Develop a plan of action for yourself as a significant facilitator of STEM learning for young children. | A, D, E, F |
| 3 | Investigate and discuss developmentally appropriate activities for science, technology, engineering, and math for young children | A, E, F |
| 4 | Create a presentation to inform and encourage parents to include a positive STEM environment in their families. | A, D, E |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Discuss the ways in which young children acquire mathematical concepts. | B, C, D |
| 2 | Utilize skills in observing and analyzing children’s activities, ideas, environment and interests as sources for developmentally appropriate math planning. | B, C, D |
| 3 | Describe the role of environment in providing developmentally appropriate math curriculum for young children. | A, D |
| 4 | Construct the math component of an early childhood curriculum and environment. | A, D, E, F |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Discuss the ways in which young children acquire scientific concepts. | B, C, D |
| 2 | Utilize skills in observing and analyzing children’s activities, ideas, environment and interests as sources for developmentally appropriate science planning. | B, C, D |
| 3 | Describe the role of environment in providing developmentally appropriate science curriculum for young children. | A, D |
| 4 | Construct the science component of an early childhood curriculum and environment. | A, D, E, F |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Discuss the ways in which young children acquire engineering concepts. | B, C, D |
| 2 | Utilize skills in observing and analyzing children’s activities, ideas, environment and interests as sources for developmentally appropriate engineering planning. | B, C, D |
| 3 | Describe the role of environment in providing developmentally appropriate engineering curriculum for young children. | A, D |
| 4 | Construct the engineering component of an early childhood curriculum and environment. | A, D, E, F |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Discuss the ways in which young children can benefit from using technology as a tool in an early childhood environment. | B, C, D |
| 2 | Utilize skills in observing and analyzing children’s activities, ideas, environment and interests as sources for developmentally appropriate technology planning. | B, C, D |
| 3 | Describe the role of environment in providing developmentally appropriate technology tools for young children. | A, D |
| 4 | Plan the appropriate use of technology tools in an early childhood curriculum and environment. | A, D, E, F |
Course Time Commitment and Expectations
The semester schedule for this course may be 15 weeks, 10 weeks, or 6 weeks in duration. Based on the course format, this table shows the approximate amount of time you should plan to spend per week on this course. This includes time to read/listen to the online content, participate in discussion forums, complete all assignments, and study the course material.
For accelerated courses, the amount of time required per week is greater. Note that regardless of course format, the course material is the same and all course competencies, module outcomes, and assignments will be covered.
| Course Credit Hours | Course Format (Duration) | Pace Relative to a 15 Week Course | Course Activity Hours | Student Learning Hours Per Week |
|---|---|---|---|---|
| 3 | 15 Weeks | - | 135 | 8.5 to 9.5 |
| 3 | 10 Weeks | 1.5x faster | 135 | 12.5 to 14.5 |
| 3 | 6 Weeks | 2.5x faster | 135 | 21 to 24 |
Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):
| Assignment | Points | % |
|---|---|---|
| Discussions (10 @ 20 points each) | 200 | 20% |
| Assignments (11 @ 40 points each) | 440 | 44% |
| Final Project (1 @ 360 points each) | 360 | 36% |
| TOTAL | 1000 | 100% |
CCCOnline Course Quality Commitment
CCCOnline goes to great lengths to assure the quality of your online learning experience. You can expect the following from our courses:
- All CCCOnline courses are developed by content experts and a professional team of instructional designers.
- CCCOnline courses are built with a template that assures accessibility and Quality Matters Design Standards.
- There is navigation consistency across all CCCOnline courses.
- Most of our courses come with illustrative models and videos to enhance learning concepts.