Course Details Language of Instruction English Level of Course Unit Master's Degree Department / Program Preschool Education (With 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 critically examine the development of science and mathematics concepts in early childhood in the light of the learning trajectories approach and current empirical research; to enable students to evaluate the theoretical framework, methodology, measurement tools and findings of research in this field against scientific criteria; and to enable them to translate research findings into original, targeted activity frameworks that are based on learning trajectories and adaptable to the Türkiye Century Maarif Model Preschool Education Programme. Course Content Theories of cognitive development in early childhood and hierarchic interactionalism; theoretical and empirical evidence on the learning trajectories approach; research on number, subitizing, counting, early arithmetic, spatial thinking, geometry, measurement, patterning/algebra and data analysis in mathematics; mathematical processes, affective characteristics and executive functions; research on scientific reasoning, the nature of science and science process skills in science education; STEM and computational thinking; measurement of science and mathematics skills in early childhood (validity and reliability); research designs, meta-analysis and systematic review; research ethics; research agendas in the context of sustainable development and equity. Course Methods and Techniques Seminars, article discussions, critical reading, case studies, an activity design workshop, presentations and peer feedback are used. Each week, empirical studies related to the content area covered are read, discussed methodologically and translated into an activity framework. Prerequisites and co-requisities None Course Coordinator None Name of Lecturers Asist Prof.Dr. Mehmet Ceylan Assistants None Work Placement(s) No Recommended or Required Reading Resources 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 Trundle, K. C. ve Saçkes, M. (Ed.). (2015). Research in early childhood science education. Springer. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM. 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 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. 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. 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. 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. Millî Eğitim Bakanlığı. (2024). Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı. MEB Temel Eğitim Genel Müdürlüğü. Sarama, J. ve Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge. National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. The National Academies Press. Akıncı-Coşgun, A., Genç-Çopur, H. ve Ulutaş, İ. (2023). Erken çocukluk matematik eğitiminde güncel konular. Nobel Akademik Yayıncılık. 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. 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. Gopnik, A. (2012). Scientific thinking in young children: Theoretical advances, empirical research, and policy implications. Science, 337(6102), 1623–1627. 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. 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 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 %40 Science %0 Health %0 Field %60