Module-Level Learning Objectives

By the end of this module, you will be ablet to:

Differentiate between constructivist and behaviorist approaches to early learning (CLO 1, CLO 4).
Explain how the “Big Ideas” approach supports children's scientific thinking and inquiry (CLO 1, CLO 5).
Reflect on their own teaching stance within the child-centered spectrum and how it impacts curriculum planning (CLO 3, CLO 4).
Apply strategies such as open-ended questioning to foster exploration and concept development in young children (CLO 1, CLO 3).

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Why This Matters

When you use Big Ideas and child-centered teaching strategies:

You help children build deep, lasting understanding
You support curiosity, creativity, and exploration
You give children the tools to make connections across subjects
You teach children to ask questions, think critically, and solve problems

This is how children learn best — not by memorizing facts, but by actively building knowledge through hands-on discovery.

You’ll also learn how your teaching approach shapes what children learn. Will you give answers, or ask thoughtful questions? Will you lead, or guide?

Key Concepts This Week

Children as theory builders
Constructivism vs. Behaviorism
Introduction to Big Ideas in math and science
Five common Big Ideas: Movement, Transformation, Balance, Patterns, Relationships
Using open-ended questions to extend learning
Understanding your position on the child-centered spectrum

Career Connections

Whether you become a lead teacher, program supervisor, or continue your education in elementary teaching, psychology, or child development, this module helps you:

Develop child-centered STEM planning strategies
Understand how to create curriculum that is both inclusive and inquiry-based
Learn how to support diverse learners in making sense of complex concepts
Strengthen your ability to ask questions that guide learning, rather than give answers

These are essential skills for anyone working with young children in today’s early learning environments.

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This week, we’re building on what you learned in Module 1: that children are the heart of math and science curriculum. Each child learns in their own way, and all those ways are valuable. That’s why developmentally appropriate practice (DAP) asks us to consider each child’s development, family and culture, and individual characteristics when planning learning experiences.

In this module, you’ll explore how children are natural theory builders. They are constantly observing, experimenting, and revising their ideas based on what they experience. You’ll also be introduced to two important learning theories:

Constructivism: Children learn by actively building their own understanding through hands-on exploration and social interaction.
Behaviorism: Learning is shaped by adult direction, repetition, and rewards.

You’ll reflect on these ideas and think about your own teaching stance — where do you fall on the child-centered spectrum?

You’ll also explore the “Big Ideas” approach to early STEM curriculum. Big Ideas help children build deep understanding of how the world works by connecting science and math concepts across everyday experiences.

Lastly, you’ll learn how to use open-ended questions to support children’s thinking, curiosity, and problem-solving — instead of giving them the answers, you’ll learn how to guide their discovery.

What Are “Big Ideas”?

Big Ideas are broad concepts that connect many different science and math experiences together. Instead of teaching one isolated fact at a time, Big Ideas help children see relationships and patterns in the world around them.

They encourage children to explore, investigate, and build their own knowledge over time — just like real scientists and mathematicians.

Movement

Movement is about how things go from one place to another. Children can explore movement when they:

Roll balls, push cars, or watch water flow
Dance or move their bodies
Watch the wind move objects outside

They learn about motion, speed, direction, and force.

Transformation

Transformation means change. Children explore this when they:

Watch a caterpillar become a butterfly
Mix ingredients or cook food
Freeze water or mold playdough

They learn that change is constant and part of the world around them.

Balance

Balance is about stability. Children explore it when they:

Stack blocks without tipping them
Walk across a beam
Compare weights or build structures

They learn about equilibrium, gravity, and structure.

Patterns

Patterns are things that repeat or follow an order. Children explore them when they:

Make music or rhythms
Notice shapes or designs
Observe nature (stripes, petals, days of the week)

They develop predicting, sorting, and reasoning skills.

Relationships

Relationships show how things are connected. Children notice relationships when they:

See how bees and flowers depend on each other
Push a toy and see it move
Observe how plants need water and light

They begin to understand systems, cause and effect, and interdependence.