Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL THEORIES | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. İbrahim Haluk YAVUZER |
| Assistant(s) | |
| Aim | To be informed about the development areas and behaviors of children who develop normally within the context of lifelong development |
| Course Content | This course contains; Functions of development theories,Philosophical approaches to development theories,Behavioral theories,Behavioral theories,Behavioral theories,Personality theories,Personality theories,Personality theories,Social learning theory,Cognitive development theories,Cognitive development theories,Moral development theories,Sociobiological Approaches,Other approaches. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Define basic concepts and topics | ||
| Know developmental stages and discuss developmental theories in the field |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Functions of development theories | |
| 2 | Philosophical approaches to development theories | |
| 3 | Behavioral theories | |
| 4 | Behavioral theories | |
| 5 | Behavioral theories | |
| 6 | Personality theories | |
| 7 | Personality theories | |
| 8 | Personality theories | |
| 9 | Social learning theory | |
| 10 | Cognitive development theories | |
| 11 | Cognitive development theories | |
| 12 | Moral development theories | |
| 13 | Sociobiological Approaches | |
| 14 | Other approaches |
| Resources |
| Santrock, W.J. (2016). Yaşam Boyu Gelişim - Gelişim Psikolojisi (13. Basım) Galip Yüksel (Çev.). Nobel Yayınları: İstanbul. Kring, A.M. & Wiley, S.L.J (2015). Anormal Psikoloji (12.Basım). Muzaffer Şahin (Çev.). Nobel Yayınları: İstanbul. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has a profound and systematic level of knowledge about the mental, language, motor, self-care, social, emotional development areas of all children and young people aged 0-18 years. | X | |||||
| 2 | The 0-18 age group on development and education knows all the concepts for children and adolescents and follows the studies done on this subject. | X | |||||
| 3 | It uses the information gained in the areas of mental, language, motor, self-care, social-emotional development for 0-18 year-old children to make developmental and educational diagnosis for children, family and collective in units related to the profession. | X | |||||
| 4 | It derives appropriate solutions and original ideas from the problems of the country in the health, development, education and social services of children and their families of 0-18 years old using basic knowledge about these problems. | X | |||||
| 5 | The student uses the basic knowledge the student has in the field of Child Development and Education to make suggestions, transfers the learned topics to the application, interprets the information, interprets the results of the practices and analyzes the information cluster critically. | X | |||||
| 6 | It can use the information gained about the occupational field for health, education and social service organizations, especially for children and families, participates in research works which are to be prepared in developmental and educational programs and in related projects. | X | |||||
| 7 | It acts in accordance with the ethics of science and observes the psychological state of the child and the family in experimental research on children. | X | |||||
| 8 | As an example of collecting with external appearance attitudes and behaviors, it acts in accordance with democracy, human rights, social, scientific and professional ethical values, laws, regulations and legislation. | X | |||||
| 9 | Quality management and processes have adequate consensus on the individual, environmental protection and work safety issues, including infants, children and families, and behave and participate in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 30 | 60 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 1 | 1 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 185 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(185/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL THEORIES | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. İbrahim Haluk YAVUZER |
| Assistant(s) | |
| Aim | To be informed about the development areas and behaviors of children who develop normally within the context of lifelong development |
| Course Content | This course contains; Functions of development theories,Philosophical approaches to development theories,Behavioral theories,Behavioral theories,Behavioral theories,Personality theories,Personality theories,Personality theories,Social learning theory,Cognitive development theories,Cognitive development theories,Moral development theories,Sociobiological Approaches,Other approaches. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Define basic concepts and topics | ||
| Know developmental stages and discuss developmental theories in the field |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Functions of development theories | |
| 2 | Philosophical approaches to development theories | |
| 3 | Behavioral theories | |
| 4 | Behavioral theories | |
| 5 | Behavioral theories | |
| 6 | Personality theories | |
| 7 | Personality theories | |
| 8 | Personality theories | |
| 9 | Social learning theory | |
| 10 | Cognitive development theories | |
| 11 | Cognitive development theories | |
| 12 | Moral development theories | |
| 13 | Sociobiological Approaches | |
| 14 | Other approaches |
| Resources |
| Santrock, W.J. (2016). Yaşam Boyu Gelişim - Gelişim Psikolojisi (13. Basım) Galip Yüksel (Çev.). Nobel Yayınları: İstanbul. Kring, A.M. & Wiley, S.L.J (2015). Anormal Psikoloji (12.Basım). Muzaffer Şahin (Çev.). Nobel Yayınları: İstanbul. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has a profound and systematic level of knowledge about the mental, language, motor, self-care, social, emotional development areas of all children and young people aged 0-18 years. | X | |||||
| 2 | The 0-18 age group on development and education knows all the concepts for children and adolescents and follows the studies done on this subject. | X | |||||
| 3 | It uses the information gained in the areas of mental, language, motor, self-care, social-emotional development for 0-18 year-old children to make developmental and educational diagnosis for children, family and collective in units related to the profession. | X | |||||
| 4 | It derives appropriate solutions and original ideas from the problems of the country in the health, development, education and social services of children and their families of 0-18 years old using basic knowledge about these problems. | X | |||||
| 5 | The student uses the basic knowledge the student has in the field of Child Development and Education to make suggestions, transfers the learned topics to the application, interprets the information, interprets the results of the practices and analyzes the information cluster critically. | X | |||||
| 6 | It can use the information gained about the occupational field for health, education and social service organizations, especially for children and families, participates in research works which are to be prepared in developmental and educational programs and in related projects. | X | |||||
| 7 | It acts in accordance with the ethics of science and observes the psychological state of the child and the family in experimental research on children. | X | |||||
| 8 | As an example of collecting with external appearance attitudes and behaviors, it acts in accordance with democracy, human rights, social, scientific and professional ethical values, laws, regulations and legislation. | X | |||||
| 9 | Quality management and processes have adequate consensus on the individual, environmental protection and work safety issues, including infants, children and families, and behave and participate in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |