ECED 2385 Syllabus
ECED 2385 - Math and Science in Early Childhood
3 Credit Hours
Math and Science in Early Childhood is a course covering the standards, principles, and practices in teaching mathematics and science to young children ages birth through eight. The course emphasizes developing an integrated math and science curriculum that includes appropriate content, processes, environment and materials, and child-centered choices. Field experience is required.
Upon successful completion of the course the student will be able to:
- Identify learning outcomes for young children in math and science. (1a, 5c)
- Identify standards for math and science instruction and programming in early education settings. (5c, 6d)
- Identify appropriate individual child assessment methods in math and science learning. (3b)
- Discuss how technology can be integrated to support development of math and science in the curriculum. (4b, 5b, SS5)
- Design, implement, and evaluate science inquiry experiences for children in an integrated, research-based curriculum. (1c, 4b, 4c, 4d, 5a, 5b)
- Design, implement, and evaluate math experiences for children that support the development of learning outcomes. (1c, 4b, 4c, 4d, 5a, 5b)
- Identify effective strategies for involving families in supporting math and science for young children. (2c)
|NAEYC Standards for Early Childhood Professional Preparation:|
The following standards from the National Association for the Education of Young Children are addressed in this course and are linked above to course outcomes:
Standard 1: Promoting Child Development and Learning
1a. Knowing and understanding young children’s characteristics and needs, from birth through age eight.
1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.
Standard 2: Building Family and Community Relationships
2c. Involving families and communities in young children’s development and learning.
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
Standard 4: Using Developmentally Effective Approaches
4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches.
4d. Reflecting on own practice to promote positive outcomes for each child.
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
5b. Knowing and using central concepts, inquiry tools, and structures of content areas or academic disciplines.
5c. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
Standard 6: Becoming a Professional
6d. Integrating knowledgeable, reflective, and critical perspectives on early education
5. Skills in identifying and using professional resources.
ECED 2315 - Early Childhood Curriculum is required.
- Introduction to Math and Science for Early Childhood
- Standards and Assessment
- Science Inquiry Processes
- 3 Areas of Science: Life Science, Physical Science, & Earth and Space Science
- Planning an Indepth Science Study
- 5 Areas of Mathematics: Number Concepts, Geometry, Algebra, Measurement, & Displaying and Analyzing Data
- Home-School Connections
The student must have access to young children (several children within the age range of birth through eight.) in order to complete field work assignments. This can be informal settings such as family or relatives, but preferably access to an early childhood program such as a child care center. The student must have a working knowledge of how to operate in the online environment.
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Regarding software, it is recommended that you have Microsoft Word on your computer in order to submit your assignments; this is not a free program. If you write your assignment in any other program, you will need to save them as RTF (Rich Text Format) files. You will also need to have the following free programs on your computer: Adobe Reader, Adobe Flash Player, Real Player, and Quicktime. Free downloads are available for the these free programs at Adobe.com and Quicktime.com and Real Player.com. All assignments must be submitted in MS Word or RTF format.
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
Learning outcomes in this course are assessed through Fieldwork, Discussion, Major Projects (2), and Midterm and Final Exams. Your grade will consist of points earned for each of these assessments.
There is one Getting Started Module to complete in the beginning. After that, you will usually have one Content Module to complete each week. (Summer terms may have 2 modules during a week since the summer term is condensed).
You are expected to FULLY participate in each module before you attempt the Module Assignments. .You are expected to read and study EACH module topic under Course Content. AFTER you completely study the module information, read readings, view videos and presentations and explore the websites offered, you will THEN complete Module Assignments. You will complete module assignments consisting of fieldwork (book reviews and learning experiences), and discussion with classmates. Your module assignments may not be graded until you have fully participated in the module content, under Course Content. Full participation in Content means you have read and studied All content topics in the module.
All assignments are due on Sunday evenings at 11:59 p.m. Central Standard Time. Most Sundays you will have Module assignments due, but there are other projects and exams also due throughout the semester. Use the Calendar and Class Schedule (in Getting Started Module) to keep you up to date.
Please plan your schedule so that last-minute technical difficulties will not prevent you from meeting those dates.
Instructions and Grading Rubrics
The instructions and Rubrics are provided for major projects and weekly assignments under Getting Started Module. You will want to review these rubrics before you submit your assignments to make sure you are meeting the grading criteria. Also detailed instructions for assignments are found under each Assignment Dropbox. The easiest way to make sure you have completed all required activities is to follow each link in the Course Content area and submit assignments, discussions, tests, and projects by the due dates. Refer to the Syllabus for specifics on grading criteria and points for assignments, projects, and exams.
All assignments except exams and discussion postings must be submitted through the Dropbox tool. Do not send assignments through email. Students must submit assignments in Microsoft Word format or Rich Text Format (RTF) using 10 or 12 point font. Spelling, punctuation, grammar, and sentence structure will be taken into consideration in grading all assignments. Assignments should reflect college-level work. Points will be deducted for numerous errors.
Testing will be completed online within the Course Management System. Exams must be taken by the due date. The exams do NOT require a proctor and can be taken at your own computer.
You should deliver assignments in Central Standard time or Central Daylight Savings time (whichever is applicable). Assignments are due on Sunday evenings, 11:59 p.m.
Questions or Concerns about Grading
Points System for Grading
Grading Scale Percentages : Final grades are based on the following scale.
|90 - 100%||522 - 580||A|
|80 - 89%||< text-align: center;">464 - 531||B|
|70 - 79%||< text-align: center;">406 - 463||C|
|60 - 69%||< text-align: center;">348 - 405||D|
|0 - 59%||< text-align: center;">Below 348||F|
Assignments and Projects have been explained above. A sequenced list of assignments and projects module with due dates is available in the Checklist inside the course.
- Students are expected to participate in the course at least 3 times each week. Participation is defined as: reading email, posting discussion, reading content pages, and/or uploading assignments, etc. The instructor will be monitoring this participation.
- Students are expected to respond to the instructor's e-mails.
- Students are expected to contact the instructor with any problems.
- Students are expected to participate in module discussions. Each student must post an original answer to the discussion topic listed for each module and reply to at least two of the other students' postings
- NOTE: Your module assignments may not be graded until you have fully participated in the module content, under Course Content.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.