EMM106 Mathematical and Scientific Learning in the Early Years (8)

In this subject, students will learn about the development of mathematical, scientific and technological understandings from birth to five years of age. The foundation concepts and processes will be explored along with how these understandings are developed through children's everyday activities, play, and investigations, across the birth to five spectrum. The subject will explore what mathematics, science, and technology look like in these different settings, and the pedagogical approaches for recognising, supporting and extending development of these concepts and processes in each of these settings. There is a specific focus in this subject on intentional teaching for enhancing children's learning of science, mathematics and technology concepts. Students will learn how to observe, record, analyse and plan for this learning in early childhood settings.


Session 1 (30)
On Campus
Albury-Wodonga Campus
Bathurst Campus
Dubbo 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.

Subject Information

Grading System



One session


School of Teacher Education

Enrolment Restrictions

This subject is not available to students who have completed EMC305.

Subject Relationships

EMC305 Incompatible subject

Incompatible Subjects


Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to apply knowledge of foundational mathematics, science and technology concepts and processes developed during the early childhood years;
  • be able to observe, plan, record and analyse children's engagement in relation to the children's developing understandings of mathematical, scientific and technological concepts and processes through their everyday activities, play, and investigations;
  • be able to apply theoretical knowledge and effectively use pedagogies of play, language, modelling, and questioning to facilitate opportunities for mathematical, scientific and technological learning and developing children's emerging understandings of mathematics, science, and technology;
  • be able to identify and implement relevant curriculum (e.g., Early Years Learning Framework) and teaching strategies which support children's construction of mathematical, scientific and technological learning;
  • be able to investigate everyday technology and digital technology for children's scientific or mathematical learning;
  • be able to collaborate and communicate professionally in the design and evaluation of resources for teaching mathematics, science and technology in the early years; and
  • 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.


This subject will cover the following topics:
  • Holistic approaches to mathematics, science and technology education in the early years
  • Processes in mathematics, science, and technology in the early years
  • Questioning in mathematics, science, and technology in the early years
  • Biological, chemical, physical, earth and environmental sciences in the early years
  • Number and counting in the early years
  • Sorting, matching and handling data in the early years
  • Pattern and space in the early years
  • Measuring and comparing in the early years
  • Technological tools, ICTs and digital play in teaching mathematics, science and technology concepts in the early years

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMM106 in Session 1 2020. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Observing young children as scientists
Learning from childrens mathematical drawings

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.