Science for Early Childhood Teachers

Spring 2010

KEANUNIVERSITY

UNION, NEW JERSEY

NathanWeissGraduateCollege

SCIENCE FOR EARLY CHILDHOOD TEACHERS

Course Number:EC 5250

Semester Hours:Three

Prerequisites:None

Limitations on enrollment:Fifteen

Required, elective or generalRequired for Classroom Instruction Option for P-3

education optionCertification

Elective for all other options

Catalog Description:

Emphasis on content mastery as well as the design and presentation of learning experiences in science for the pre-school, kindergarten and the early primary grades.

N.B. In order to insure full class participation, any student with a disability or condition requiring special accommodations (e.g. tape recorder, special adaptive equipment, special note taking, oral/sign language interpreter, or test taking procedures) is strongly encouraged to request such accommodations at the beginning of the course.

KEANUNIVERSITY

UNION, NEW JERSEY

Graduate Division

EC 5250: Science for Early Childhood Teachers

I.COURSE OBJECTIVES: Students will achieve growth toward becoming an

informeddynamic profession as evidenced by demonstrations in knowledge (K),

skills (S), and dispositions (D) to teaching.

Students will:

A.Develop an understanding of young children’s thinking and development as it relates to the study of science. (K/S/D)

B.Demonstrate an understanding of the scientific method and its values. (K/S/D)

C.Demonstrate the ability to infuse science throughout the curriculum. (K/S/D)

II.COURSE CONTENT

A. Understand stages of concept development in young children

1.Relationship to the creative process

2.Development of positive attitudes toward science

3.Encouragement of discovery approach with children

B.Engage in the scientific method using inquiry, discovery and exploration

1.Opportunities to perform experiments

2.Develop questioning techniques which will encourage children’s

thinking

3.Explore alternate possibilities through problem solving

C.Design and implementation of integrated science units

1.Development of designs to meet the needs of individual children

2.Development of tools to broaden science experiences

3.Evaluation of current science materials and theirapplicability to

pre-school and early primary levels

4.Research in the teaching of science for young children

III.METHODS OF INSTRUCTION

A.Lectureand discussions

B.Workshops

C.Peer teaching

D.Group investigations

E. Scientific inquiry

F.Field trips

G.Multi media presentations

IV.METHODS OF EVALUATION

A. Individual research project (K/S/D)

B.Design of specific equipment (K/S)

C.Participation in discussion (K/S/D)

D.Lesson plans with integrated science activities (K/S)

E.Portfolios (K/S)

F. Group project (K/S/D)

V.SUGGESTED TEXTS

Charlesworth, R. (2009). Understanding child development (7th ed.). CliftonPark,

NY: Delmar Learning.

Copple, C. E., & Bredekamp, S. (2009). Developmentally appropriate practice in early

childhood programs serving children from birth through age 8 (3rd ed.). Washington,

DC: National Association for the Education of Young Children.

Seefeldt, C., & Galper, A. (2006). Active experiences for active children: Science (2nded.).

Boston, MA: Pearson Allyn & Bacon/Merrill.

VI.BIBLIOGRAPHY

A. Print

Charlesworth, R., & Lind, K. K. (2009). Math and science for young children (6th

ed.). Clifton Park, NY: Delmar Learning.

Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic

Books.

Harlan, J. D., & Rivken, M. S. (2008). Science experiences for the early childhood

years: An integrated affective approach. Boston, MA: Pearson.

Inan, H. Z. (2007). An interpretivist approach to understanding how natural sciences

are representedin a Reggio Emilia-inspired preschool classroom.Dissertation.Columbus, OH: TheOhioStateUniversity.

Publication Manual of the American Psychological Association. (2009) (6thed.).

Washington, DC: American Psychological Association.

Stacey, S. (2008). Emergent curriculum in early childhood settings: From theory to

practice. St. PaulMN: Redleaf Press.

Wien, C.A. (Ed.)(2008). Emergent curriculum in the primary classroom:

Interpreting the Reggio Emilia approach in schools. New York, NY:

Teachers College Press.

B.Seminal works

Allen, K.E., & Marotz, L. (2003). Developmental profiles: Birth to twelve

(4thed.). Clifton Park, NY: Delmar Learning.

Bowman, B.T., Donovan, M.S., & Burns, M. S. (Eds.) (2001). Eager to learn:

Educating our preschoolers. Washington, DC: NationalAcademy Press.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA:

HarvardUniversity Press.

Bronson, M.B. (2000). Recognizing and supporting the development of

self-regulation in young children. Young Children, 55(2), 32-37.

Charlesworth, R., & Lind, K.K. (2003). Math and science for young children

(4thed.). Clifton Park, NY: Delmar Learning.

Cook, R.E., Tessier, A., & Klein, M.D. (2000). Adapting early childhood

curricula forchildren in inclusive settings (5thed.). Englewood Cliffs, NJ:

Merrill.

Forman, G., & Fyfe, B. (1998). Negotiated learning through design,

documentation, and discourse. In C. Edwards, L. Gandini, &

G. Forman (Eds.), The hundredlanguages of children: The Reggio Emilia approach – Advanced reflections.(2nded.), pp.239-260. Greenwich, CT: Ablex.

Fraser, A.S., & Gestwicki, C. (1999). Authentic childhood: Exploring Reggio

Emilia in the classroom. Clifton Park, NY: Delmar Learning.

Gandini, L. (1997). Foundations of the Reggio Emilia Appraoch. In

J.Hendrick (Ed.), First steps in teaching the Reggio wqy. (pp. 14-25). Upper Saddle River, NJ Merrill.

Helm, J.H., & Katz, L. (2001). Young investigators: The project approach in the

early years. New York, NY: Teachers College Press.

Hendrick, J. (Ed) (2003). Next steps toward teaching the Reggio way: Accepting the

challenge to change. Upper Saddle RiverNJ: Pearson Merrill Prentice

Hall.

Chomsky, N. (1972). Language and mind. New York, NY: Harcourt, Brace,

Jovanovich.

Elkind, D. (1987). Miseducation: Preschoolers at risk. New York, NY: Alfred A.

Knopf, Inc.

Elkind, D. (1976). Child development and education: A Piagetian perspective. New

York, NY:OxfordUniversity Press.

Furth, H.G. (1969). Piaget and knowledge: Theoretical foundations. Englewood

Cliffs, NJ:Prentice Hall.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York:

BasicBooks.

Kamii, C., & Lee-Katz, L. (1982). Physics in pre-school education: A

Piagetianapproach. In J.F. Brown (Ed.), Curriculum planning for young

children, (pp. 171-176). Washington, DC: National Association for the Education of Young Children.

Piaget, J. (1926). The language and thought of the child. London, UK: Routledge

andKegan Paul.

Piaget, J. (1932). The moral judgment of the child. New York, NY: Harcourt,

Brace and World.

Sherwood, E. A., Williams, R. A., & Rockwell, R. A. (1990). More mudpies to

magnets: Science for young children. Mt. Rainier, MD: Gryphon House.

Vygotsky, L.S. (1962). Thought and language. New York, NY: John Wiley and

Sons.

Worth, K., & Grollman, S. (2003). Worms, shadows and whirlpools: Science in the

early childhood classroom. Washington, DC: National Association for the

Education of Young Children.

C.Non-print media

Films (IRC Collection)

I do and I understand

Piaget: Classification, conservation, formal operations

Piaget’s Developmental Theory and Conservation

Computer Software (Sunburst Communications)

The Incredible Laboratory

Sir Isaac Newton’s Games

Discover

D. Websites

Annenberg Foundation

National Aeronautics and Space Administration

National Audubon Society

National Geographic Society

National Science Foundation

National Science Teachers Association

National Wildlife Federation

New Jersey Core Curriculum Content Standards

New Jersey Preschool Teaching and Learning Standards

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