This course uses an understanding of age-stage development as a foundation for planning and implementing developmentally appropriate experiences in mathematics and science for young children from three to eight years of age. National standards established by the National Association for the Education of Young Children (NAEYC), the Council for Exceptional Children, the National Council of Teachers of Mathematics (NCTM), and the National Science Teachers Association (NSTA) and the New Jersey Core Curriculum Content Standards inform instructional goals. Emphasis is placed on integrated content, developing concepts through play and discovery, the use of concrete representational forms, recognizing patterns and relationships, building mathematical and scientific reasoning skills, taxonomy of mathematics and science concepts, and the interplay among children’s experiences, their ability to express what is seen and experienced, and the development of conceptual understanding. The role of technology as a tool that supports children’s recognition of patterns and relationships and the development of spatial and logical thinking is investigated. Three credits, one semester.

This course explores ancient and contemporary teachings about meditation from several different traditions including Buddhist Philosophy, Mindfulness-Based Stress Reduction, Kundalini Yoga and Christian Contemplative Practice. Studies have shown that meditation practice can enhance clarity, creativity, self-actualization, and many of the other factors that contribute to health and well-being.
Learn basic research design and control techniques from threats to internal validity and interpretation of statistical analysis to critical evaluation of research in the field. Includes instruction in the use of library databases. Prerequisites: HH501. (2012 - 2013 Graduate Catalog, p. 38)