EMM106 Mathematical and Scientific Learning in the Early Years (8)
Abstract|
In this subject, students will learn about the development of mathematical and scientific understandings from birth to eight years of age. The subject will focus on foundation mathematical and scientific concepts and processes, and students will explore how these understandings are developed through children’s everyday activities, play, and investigations, across the birth to eight spectrum. The subject will explore what mathematics and science looks like in these different settings, and the pedagogical approaches for recognising, supporting and extending mathematical and scientific development in each of these settings. Students will learn how to observe, record and analyse children’s mathematical and scientific activity in early childhood settings. |
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+ Subject Availability Modes and Location
| Session 1 | | On Campus | Albury-Wodonga Campus | | On Campus | Bathurst Campus | | On Campus | Dubbo Campus | | On Campus | Wagga Wagga Campus |
Continuing students should consult the SAL for current offering details: EMM106
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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| Incompatible subject(s) |
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| EMC305 |
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Learning OutcomesUpon successful completion of this subject, students should:
- possess knowledge of the foundation mathematical and scientific concepts and processes developed during the early childhood years;
- be able to identify children's engagement with these concepts and processes through their everyday activities, play, and investigations;
- be able to demonstrate understanding of the role of the early childhood mathematics and science teacher by observing, recording and analysing children's play in relation to the children's developing understandings of mathematical and scientific concepts and processes;
- be able to effectively use pedagogies of play, language, modelling, and questioning to facilitate opportunities for mathematical and scientific learning and develop children's emerging understandings of mathematics and science;
- be able to demonstrate an ability to use learning stories to communicate children's mathematics and science learning to colleagues, families, and the children themselves;
- be able to demonstrate an ability to use children's drawings and narratives as a starting point for planning future mathematics and science learning experiences;
- be able to demonstrate skills in planning effective mathematics and science learning experiences which respond to the prior experiences and understandings of children.
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SyllabusThe subject will cover the following topics:
- Mathematical and scientific learning in early childhood: Learning mathematics and science in early years settings and powerful processes in early mathematics and science
- Foundation scientific concepts and processes in early childhood: Biological and earth sciences,physical and chemical sciences and environments and sustainability
- Foundation mathematical concepts and processes in early childhood: Number and counting, pattern, shape and space
- Recognising and supporting mathematical and scientific development: 0-2 years
- Supporting and extending mathematical and scientific development: 3-5 years
- Extending and formalising mathematical and scientific development: 5-8 years
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The information contained in the 2017 CSU Handbook was accurate at the date of publication: 25 August 2017. The University reserves the right to vary the information at any time without notice.
