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Subject details

  • Topics
    • Introduction to the unit
    • Pre-schoolers CAN be mathematicians and do Chemistry planning for meaningful MST learning with young learners
    • Mathematics: number: more than just counting. Numeracy: numeracy, not number!
    • Mathematics: patterning: foundation of mathematics & data exploration
    • Mathematics: measurement and early geometry
    • Pedagogy, planning and practice: intentional teaching vs teachable moments
    • ICT: historical concerns compared to current research of young children's learning with technology
    • ICT: home and pre-school, early years, what does current practice look like?
    • ICT: technological play and touch technologies
    • Science: meaningful learning in earth science and environmental education
    • Science: meaningful learning with space science and living things
    • Science: meaningful learning in chemistry and physics
    • Reflecting on learning
  • Study resources
    • Instructional Methods
      • Blog
      • Chat Rooms
      • Disscusion forum/Discussion Board
      • E-Portfolios
      • Embedded Multimedia
      • GAME
      • Online Quizzes/Tests
      • Online assignment submission
      • Podcasting/Leacture capture
      • Standard Media
      • Streaming Multimedia
      • Web links
      • Wikis

At the completion of this subject students will be able to:

  1. demonstrate specialist understanding of the major theoretical developments in early childhood mathematics, science and technology education
  2. interpret and apply research-based knowledge about the role of play in children's mathematics, science and technology learning
  3. demonstrate how children use play to represent their experiences, construct knowledge about, and make sense of their world
  4. critically evaluate and assess the use of mathematics, science and technology resources with young children
  5. engage in the multifaceted task of early childhood curriculum design with an emphasis on mathematics, science and technology
  6. use expert judgment when responding to problems/issues encountered in teaching about early childhood mathematics, science, and technology in early childhood settings
  • Assignment 1 - Assignment 1 (30%)
  • Assignment 2 - Assignment 2 (20%)
  • Assignment 3 - Assignment 3 (50%)

Textbooks are subject to change within the academic year. Students are advised to purchase their books no earlier than one to two months before the start of a subject

Entry Requirements

Equivalent Subjects

You cannot enrol in this unit if you have successfully completed any of the following subject(s) because they are considered academically equivalent:

  • MAQ-ECEX827

You must have successfully completed the following subject(s) before starting this subject:

Special requirements

No special requirements

This subject was previously known as ECEX827 Learning Through Mathematics, Science and Technology in Early Childhood Settings.

This subject explores theories of learning in mathematics, science and technology for young children (birth to five years). Students will examine the specialist role of play and conceptual development in a range of early childhood settings. Current issues in research and practice will be investigated through independent study. Students acquire autonomy and expert knowledge of pedagogy and content for mathematics, science and technology as they design and evaluate learning experiences for young children.

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