Fillable Administrative Master Syllabus (Wharton County Junior College)

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Administrative Master Syllabus (Wharton County Junior College)

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Version: 3/20/2019 1
Administrative Master Syllabus
Course Information
Course Title
Math And Science for Early Childhood
Course Prefix, Num. and Title
CDEC 2307 – Math And Science for Early Childhood
Division
Technology & Business
Department
Education / Early Education
Course Type
WECM Course
Course Catalog Description
An exploration of principles, methods, and materials for teaching children math and
science concepts and process skills through discovery and play
Pre-Requisites
None
Co-Requisites
None
Semester Credit Hours
Total Semester Credit Hours (SCH): Lecture Hours:
Lab/Other Hours
3:3:0
Equated Pay Hours
3
Lab/Other Hours Breakdown: Lab Hours
0
Lab/Other Hours Breakdown: Clinical Hours
0
Lab/Other Hours Breakdown: Practicum Hours
0
Other Hours Breakdown
0
Approval Signatures
Title
Signature Date
Prepared by:
Department Head:
Division Chair:
Dean/VPI:
Approved by CIR:
Barbara S. Lynn
Digitally signed by Barbara S. Lynn
DN: cn=Barbara S. Lynn, o=Wharton County Junior College,
ou=Education and Early Childhood, email=barbaral@wcjc.edu, c=US
Date: 2020.06.08 16:52:42 -05'00'
Barbara S. Lynn
Digitally signed by Barbara S. Lynn
DN: cn=Barbara S. Lynn, o=Wharton County Junior College,
ou=Education and Early Childhood, email=barbaral@wcjc.edu, c=US
Date: 2020.06.08 16:52:54 -05'00'
David Kucera
Digitally signed by David Kucera
DN: cn=David Kucera, o=Wharton County Junior College, ou=Division
of Technology and Business, email=davidk@wcjc.edu, c=US
Date: 2020.06.08 17:34:10 -05'00'
Paul J. Quinn
Digitally signed by Paul J. Quinn
Date: 2020.06.10 08:43:52 -05'00'
Paul J. Quinn
Digitally signed by Paul J. Quinn
Date: 2020.06.10 08:44:15 -05'00'
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Version: 3/20/2019 2
Additional Course Information
Topical Outline: Each offering of this course must include the following topics (be sure to include information regarding lab,
practicum, and clinical or other non-lecture instruction).
Theories of Cognitive Development (Piaget, Vygotsky, Bruner, and others deemed appropriate)
Concept development in children (birth-age 12 years)
Assessing children in Math and Science
Planning the environment for Math and Science
Developmentally Appropriate Practice for Math and Science Topics
Readiness techniques in infancy and toddler years for Math and Science
One-to-one Correspondence
Rote Counting, Rational Counting, Number Sense
Classifying across the ages
The development of logic
Life Science
Physical Science
Earth Science
Space
Health and Nutrition Topics
The Four Operations
Graphing and Data Collection
Place Value
Groups and Symbols in Math
Patterns and Algebraic Thinking
Fractions
Money, Time, Measurement
Geometry
Importance of conversations in concept development in infancy and toddler years
Teaching Math and Science throughout an integrated curriculum
National Association for the Education of Young Children (NAEYC) Standards measured in this course:
1. Promoting child development and learning
2. Teaching and learning
3. Observing, documenting, and assessing
4. Using developmentally appropriate approaches to connect with children and families
5. Using content knowledge to build meaningful curriculum
6. Becoming a professional
Course Learning Outcomes:
Learning Outcomes – Upon successful completion of this course, students will:
1. Align the sequence of cognitive development to the acquisition of math and science concepts
2. Explain the scientific process and its application to early care and education environments.
3. Develop strategies which promote critical thinking and problem-solving skills in children
4. Plan discovery experiences using observation and assessment
5. Evaluate developmentally appropriate materials, equipment, and environments to support the attainment of
math and science concepts and skills.
6. Reflect on developmentally appropriate practice and application of course content to Early Childhood settings
Version: 3/20/2019 3
Methods of Assessment:
1. 3. 5. Students will design a term project of five (5) Math and (5) Science activities that are developmentally
appropriate for a specific group of children ages birth-grade 6. It will include a hypothetical budget to spend
$300 for a science center. This project will be graded by a departmental rubric with student achieving a
minimum grade of 70 points.
1.2.3. In class assignments, mid-term (which includes a minimum of one essay question), final, and other quizzes
deemed necessary by the instructor.
4. Assignment of observing an early childhood setting for one hour to evaluate opportunities available for math
and science learning and discovery. This assignment will be graded by a departmental rubric with a grade of 70
indicating master.
6. In-class journal entries factored into the attendance/ participation grade
Required text(s), optional text(s) and/or materials to be supplied by the student:
Charlesworth, R. & Lind, K. K. (most recent edition). Math and science for young children. Belmont, CA: Wadsworth/
Cengage Learning.
Bredecamp & Copple (2009). Developmentally appropriate practices in programs serving children (3rd ed.) Washington,
DC: NAEYC. ISBN 13: 9781928896647
Suggested Course Maximum:
35
List any specific or physical requirements beyond a typical classroom required to teach the
course.
None
Course Requirements/Grading System: Describe any course specific requirements such as research papers or
reading assignments and the generalized grading format for the course.
After reading the text books and participating in class lectures and discussions, students will compile and arrange a term
project: five (5) Math and five (5) Science activities that are developmentally appropriate for a specific group of children
ages birth-grade 6. The project will Administrative-Master Syllabus Revised April 2014 Page 4 of 4 be graded according
to a departmental rubric, and portions will be shared in class. Students will take tests reflecting the course objectives.
Grades will be determined in the following manner:
10% Attendance, class participation, and participation in weekly in-class reflections
60% Written tests (minimum of midterm with one essay question and a final exam)
30% Term project of Language/Literacy Activities
Grading Scale:
A-90-100%
B-80-89%
C-70-79%
D-60-69%
F-59 and below
Curriculum Checklist:
☐Administrative General Education Course (from ACGM, but not in WCJC Core) – No additional documents
needed.
☐Administrative WCJC Core Course. Attach the Core Curriculum Review Forms
Version: 3/20/2019 4
☐Critical Thinking
☐Communication
☐Empirical & Quantitative Skills
☐Teamwork
☐Social Responsibility
☐Personal Responsibility
☒WECM Course -If needed, revise the Program SCANS Matrix and Competencies Checklist
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Completed 8 October 2020

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