This course focuses on early mathematical and science 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 science inquiry in all young children. Students will explore what mathematics and science 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 and science learning throughout the curriculum, observe and assess young children’s developing mathematical and science knowledge, plan experiences that focus on specific math and science concepts, and use a variety of strategies and materials to promote children’s interests and abilities in mathematics and sciences. The course also infuses the relevance of and best practices related to technology into its content. (3 credits)
- ECE 101: Introduction to Early Childhood Education
- ECE 210: Observation and Assessment in ECE Program
- ECE 217: The Exceptional Learner
- ECE 222: Curriculum for Young Children - Methods and Techniques or ECE 261: Infant / Toddler Care: Methods and Techniques
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Student Learning Outcomes (SLOs)
Upon completion of the course, the students will be able to:
- Define the fundamental aspects of a developmentally appropriate early childhood STEM curriculum.
- Identify national and local standards for science, technology, engineering, and math instruction and programming in early education settings.
- Recognize and explain the importance of creativity as foundational to inquiry-based integrated play based curriculum in science, technology, engineering, and math.
- Plan inquiry-based science, technology, engineering, and math experiences for children throughout an integrated, play-based curriculum.
- Develop intentional teaching strategies that teach for understanding by providing real world contexts in science, technology, engineering, and math.
- Identify appropriate individual child assessment methods in science, technology, engineering, and math learning.
- Apply nowledge of the role teacher in the planning of STEM curriculum and environments.
Course Activities and Grading
Discussions (Weeks 1-8)
Assignments (Weeks 1-8)
Available through Charter Oak State College's online bookstore
- Moomaw, Sally (2013). Teaching STEM in the Early Years. Redleaf Press. ISBN-13: 9781605541211
- Cyber-Connections and other required reading will be provided in the course.
|Week||SLOs||Readings and Exercises||Assignments|
|What is STEM?|
|Creativity: The Foundation of STEM|
|STEM Thinking Begins in Infancy|
|Play and STEM|
|STEM and Integrated Curriculum|
|Curiosity, Discovery and the Development of the Nimble Thinker|
|Executive Functioning, Critical and Abstract Thinking and the Role of Adults in STEM|
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible 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, course-specific 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.