Course Description
This course focuses on early mathematical content and concepts that are relevant to young children during the first five years of life. The course is designed to teach students effective strategies to recognize and promote mathematical development and learning in all young children. Students will explore what mathematics looks like for infants, toddlers, and preschoolers and learn specific ways to facilitate young children’s mathematical development. Students will practice what they are learning through a variety of assignments, including direct interactions with young children. Upon completion of the course, students will be able to identify opportunities for mathematics learning throughout the curriculum, observe and assess young children’s developing mathematical knowledge, plan experiences that focus on specific math concepts, and use a variety of strategies and materials to promote children’s interests and abilities in mathematics. (3 credits)
Prerequisites
 ECE 101: Introduction to Early Childhood Education
 ENG 101: English Composition 1
 ENG 102: English Composition 2
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
 Describe what early mathematics is, how it develops, and why it is important.
 Identify mathematical concepts that young children learn as they play, interact with the environment, and interact with adults.
 Explain how adults can support the mathematical development and learning of infants, toddlers, and preschoolers through playbased opportunities.
 Describe the development of number skills and concepts in infants, toddlers, and preschoolers.
 Demonstrate an understanding of number and operations by applying research and developmental information to observations, counting assessments, and instructional experiences for young children.
 Describe the development of geometry and spatial sense in infants, toddlers, and preschoolers.
 Demonstrate an understanding of geometry and spatial sense by applying research and developmental information to observations of young children by planning developmentally and individually appropriate geometry and spatial sense experiences for young children.
 Describe how to communicate with families about supporting children’s shape knowledge and spatial sense.
 Describe how beginning ideas about patterns develop in infants, toddlers, and preschoolers.
 Demonstrate an understanding of measurement by applying research and developmental information to observations of and instructional activities for young children by planning developmentally and individually appropriate measurement experiences for young children.
 Describe how beginning ideas about patterns develop in infants, toddlers, and preschoolers.
 Explain how children's literature can be used to support the developing pattern knowledge in infants, toddlers, and preschoolers.
 Describe the patterns in children's daily lives and routines and recognize the existence and significance of culturally meaningful patterns.
 Explain the role of observation and assessment in early childhood mathematics education.
 Use observation and assessment information to plan and individualize mathematics experiences for young children.
 Describe ways to create mathematics learning environments and experiences to meet the individual needs of young children birth to five, including those with disabilities and other special needs and dual language learners.
 Describe strategies to nurture the homeschool connection and ways for families to highlight math in a variety of activities with children.
 Explain the role of play in young children's early mathematical development.
 Describe specific ways that adults provide mathematically rich learning experiences that build on young children's developing knowledge and natural interests.
General Education Outcomes (GEOs)
Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.
Course Activities and Grading
Assignments  Weight 
Discussions (Weeks 18)  This includes the Final Reflection.  40% 
Written Assignments  30% 
Midterm  10% 
Major Project  20% 
Total  100% 
Required Textbooks
Available through Charter Oak's online bookstore
 Copley, J. (Ed.). Mathematics in the Early Years. Reston, VA: National Council of Teachers of Mathematics, 1999. ISBN: 9780873534697
 Copley, J. (Ed.). Showcasing Mathematics for the Young Child. Reston, VA: National Council of Teachers of Mathematics, 2004. ISBN: 9780873535557
 Koralek, D. (Ed.). Spotlight on Young Children and MATH. Washington, DC: National Association for the Education of Young Children, 2012. ISBN: 9781928896852
Additional Materials
 National Council of Teachers of Mathematics website for Grade PreK 2 Teaching Standards
 State of Connecticut Early Learning and Development Guidelines
Course Schedule
Week  SLOs  Readings and Exercises  Assignments 
1  3  Topic: Introduction


2  3,10  Topic: Mathematics and the Young Child: The Big Picture


3  49  Topic: Numbers and Operations


4  49  Topic: Geometry and Spatial Sense


5  49  Topic: Measurement


6  49  Topic: Algebra Patterns


7  2,10  Topic: Meeting the Needs of All Children


8  1,2  Topic: Synthesis and Review


COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including nonvisible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, coursespecific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.