Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| USING CHILDREN'S PICTURES as a DIAGNOSTIC TOOL | - | Spring 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 | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. İbrahim Haluk YAVUZER |
| Assistant(s) | |
| Aim | It is aimed to acquire knowledge about the scientific criteria that constitute the basis of the concept and evaluation of the socio-emotional, cognitive, aesthetic conception of the child's pictures which is one of the developmental evaluation tools in early childhood and the development of creativity in early childhood. |
| Course Content | This course contains; A short history of the examination of children's pictures, painting as a means of communication and psychological role in resident,Views on children's pictures,Development stages in children's picture: Scribble period (2-4 years),Pre-schema period (4-7 years),Schematic Period (7-9 years),The period of realism (9-12 years),Logic Period (12-14 years old),The most common topics in children's pictures and differences according to sex,Features of children's pictures,What is the role of parents and school in the face of the child's picture activity,Imagination as a sign of the relationship with others, sibling relationships, fragmented family, family print, etc.),Pictures that are a demonstration of mental development (pictures of mentally disabled, gifted children),Pictures of the child according to the individual characteristics (pictures of children with school phobia, children with Attention Deficit Hyperactivity Disorder),Normal Growth Level Children's Picture. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| When compared with children's pictures, the level of mental development of the child who performs the painting can give a general interpretation of the emotional state. | ||
| A general interpretation of the relationship with the inner world and its immediate surroundings. | ||
| While evaluating the child, he may evaluate the reflection of children's pictures as well as other developmental tests. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | A short history of the examination of children's pictures, painting as a means of communication and psychological role in resident | |
| 2 | Views on children's pictures | |
| 3 | Development stages in children's picture: Scribble period (2-4 years) | |
| 4 | Pre-schema period (4-7 years) | |
| 5 | Schematic Period (7-9 years) | |
| 6 | The period of realism (9-12 years) | |
| 7 | Logic Period (12-14 years old) | |
| 8 | The most common topics in children's pictures and differences according to sex | |
| 9 | Features of children's pictures | |
| 10 | What is the role of parents and school in the face of the child's picture activity | |
| 11 | Imagination as a sign of the relationship with others, sibling relationships, fragmented family, family print, etc.) | |
| 12 | Pictures that are a demonstration of mental development (pictures of mentally disabled, gifted children) | |
| 13 | Pictures of the child according to the individual characteristics (pictures of children with school phobia, children with Attention Deficit Hyperactivity Disorder) | |
| 14 | Normal Growth Level Children's Picture |
| Resources |
| Cox, M.V. (1993); Children's Drawings of The Human Figure |
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 |
|---|---|---|---|---|---|
| USING CHILDREN'S PICTURES as a DIAGNOSTIC TOOL | - | Spring 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 | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. İbrahim Haluk YAVUZER |
| Assistant(s) | |
| Aim | It is aimed to acquire knowledge about the scientific criteria that constitute the basis of the concept and evaluation of the socio-emotional, cognitive, aesthetic conception of the child's pictures which is one of the developmental evaluation tools in early childhood and the development of creativity in early childhood. |
| Course Content | This course contains; A short history of the examination of children's pictures, painting as a means of communication and psychological role in resident,Views on children's pictures,Development stages in children's picture: Scribble period (2-4 years),Pre-schema period (4-7 years),Schematic Period (7-9 years),The period of realism (9-12 years),Logic Period (12-14 years old),The most common topics in children's pictures and differences according to sex,Features of children's pictures,What is the role of parents and school in the face of the child's picture activity,Imagination as a sign of the relationship with others, sibling relationships, fragmented family, family print, etc.),Pictures that are a demonstration of mental development (pictures of mentally disabled, gifted children),Pictures of the child according to the individual characteristics (pictures of children with school phobia, children with Attention Deficit Hyperactivity Disorder),Normal Growth Level Children's Picture. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| When compared with children's pictures, the level of mental development of the child who performs the painting can give a general interpretation of the emotional state. | ||
| A general interpretation of the relationship with the inner world and its immediate surroundings. | ||
| While evaluating the child, he may evaluate the reflection of children's pictures as well as other developmental tests. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | A short history of the examination of children's pictures, painting as a means of communication and psychological role in resident | |
| 2 | Views on children's pictures | |
| 3 | Development stages in children's picture: Scribble period (2-4 years) | |
| 4 | Pre-schema period (4-7 years) | |
| 5 | Schematic Period (7-9 years) | |
| 6 | The period of realism (9-12 years) | |
| 7 | Logic Period (12-14 years old) | |
| 8 | The most common topics in children's pictures and differences according to sex | |
| 9 | Features of children's pictures | |
| 10 | What is the role of parents and school in the face of the child's picture activity | |
| 11 | Imagination as a sign of the relationship with others, sibling relationships, fragmented family, family print, etc.) | |
| 12 | Pictures that are a demonstration of mental development (pictures of mentally disabled, gifted children) | |
| 13 | Pictures of the child according to the individual characteristics (pictures of children with school phobia, children with Attention Deficit Hyperactivity Disorder) | |
| 14 | Normal Growth Level Children's Picture |
| Resources |
| Cox, M.V. (1993); Children's Drawings of The Human Figure |
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 | |