Course Details Language of Instruction English Level of Course Unit Master's Degree Department / Program Preschool Education (Non-Thesis) Type of Program Formal Education Type of Course Unit Elective Course Delivery Method Face To Face Objectives of the Course The aim of this course is to examine how science and mathematics concepts are constructed and progress developmentally in early childhood within the framework of the learning trajectories approach, and to enable students to use this knowledge to design inclusive, sustainability-oriented science and mathematics activities that are aligned with the Türkiye Century Maarif Model Preschool Education Programme and assessed through observation, and to transfer them to classroom practice. The course focuses on enabling practising teachers and administrators to read current research findings and translate them into classroom practice. Course Content Theories of cognitive development in early childhood and the learning trajectories approach; trajectories for number, subitizing, counting, comparing, early arithmetic, spatial thinking, geometry, measurement, patterning/algebra and data analysis in mathematics; mathematical processes and executive functions; the nature of science, science process skills, inquiry-based teaching and guided play in science education; STEM and computational thinking; observation-based formative assessment; family involvement; early childhood science and mathematics education for sustainable development. Course Methods and Techniques Brainstorming, question-answer, discussion, case studies, video analysis ([LT]² classroom videos), micro-teaching, an activity design workshop and peer feedback are used. The learning trajectory covered each week is made concrete through an activity designed in class. Prerequisites and co-requisities None Course Coordinator None Name of Lecturers Asist Prof.Dr. Mehmet Ceylan mehmet.ceylan@hku.edu.tr Assistants None Work Placement(s) No Recommended or Required Reading Resources Akıncı-Coşgun, A., Genç-Çopur, H. ve Ulutaş, İ. (2023). Erken çocukluk matematik eğitiminde güncel konular. Nobel Akademik Yayıncılık. Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K. ve Newcombe, N. S. (2017). Links between spatial and mathematical skills across the preschool years. Monographs of the Society for Research in Child Development, 82(1), 1–150. Zippert, E. L., Clayback, K. ve Rittle-Johnson, B. (2019). Not just IQ: Patterning predicts preschoolers’ math knowledge beyond fluid reasoning. Journal of Cognition and Development, 20(5), 752–771. Clements, D. H. ve Sarama, J. (2024). Systematic review of learning trajectories in early mathematics. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01644-1 Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C. ve Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550–560. Ramani, G. B. ve Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375–394. National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. The National Academies Press. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM. Sarama, J. ve Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge. Trundle, K. C. ve Saçkes, M. (Ed.). (2015). Research in early childhood science education. Springer. Clements, D. H. ve Sarama, J. (2026). Learning and teaching early math: The learning trajectories approach (4. baskı). Routledge. ISBN 978-1-032-94975-8 Gopnik, A. (2012). Scientific thinking in young children: Theoretical advances, empirical research, and policy implications. Science, 337(6102), 1623–1627. Saçkes, M., Trundle, K. C., Bell, R. L. ve O’Connell, A. A. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the Early Childhood Longitudinal Study. Journal of Research in Science Teaching, 48(2), 217–235. Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C. ve Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis. Child Development, 93(4), 1162–1180. Wan, Z. H., Jiang, Y. ve Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940–962. Anılgan, T., Arı Ersan, B. ve Şeker, F. (2025). Türkiye Yüzyılı Maarif Modeli 2024 Okul Öncesi Eğitim Programının sürdürülebilir kalkınma boyutları açısından incelenmesi. Buca Eğitim Fakültesi Dergisi, 66, 4127–4148. https://doi.org/10.53444/deubefd.1636242 Millî Eğitim Bakanlığı. (2024). Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı. MEB Temel Eğitim Genel Müdürlüğü. Course Notes Core textbook: Clements, D. H., & Sarama, J. (2026). Learning and teaching early math: The learning trajectories approach (4th ed.). Routledge. Weekly readings consist of the book chapters and articles listed in the course schedule; articles, theses and assignment guidelines are shared via Google Classroom. Lecture slides are not shared; students are expected to take their own notes and obtain the core textbook. Learning and Teaching with Learning Trajectories [LT]² (https://www.learningtrajectories.org) is used for trajectory levels, activity videos and assessment tasks. All assignments are prepared in accordance with APA 7 and submitted with a similarity report; any use of generative AI tools is declared at the end of the assignment. Course Category Mathematics and Basic Sciences %0 Engineering %0 Engineering Design %0 Social Sciences %0 Education %30 Science %0 Health %0 Field %70