Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ELECTIVE TOPICS in DEVELOPMENTAL PSYCHOLOGY | - | Fall Semester | 2+0 | 2 | 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 discuss the topics and concepts which are in the field of Developmental Psychology and which stand out in the context of lifelong development. |
| Course Content | This course contains; An Overview of Lifelong Development and Development Theories,Attachment Theory,Parental Attitudes and Divorced Parents, Working Parents,Pre-School Children and Play,Adolescence Theories and Living with Ergen,Communication and Empathy with Children and Adolescents,General Evaluation,Addiction: Substance Use,Internet, Technology,School Fear and School Success, Exam Stress, Occupation Selection,Bullying: Peer bullying, School bullying, Cyber bullying,Gifted Children and Atypical Children,Physical, Emotional, Sexual Abuse and Neglect,Homework / Case Presentation,General Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Investigation of current issues in developmental psychology in the context of life-long developmental approach. | ||
| To define the basic concepts and topics of developmental psychology. | ||
| To be able to define developmental stages on examples. | ||
| To be able to understand and interpret the basic dynamics of developmental psychology. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | An Overview of Lifelong Development and Development Theories | |
| 2 | Attachment Theory | |
| 3 | Parental Attitudes and Divorced Parents, Working Parents | |
| 4 | Pre-School Children and Play | |
| 5 | Adolescence Theories and Living with Ergen | |
| 6 | Communication and Empathy with Children and Adolescents | |
| 7 | General Evaluation | |
| 8 | Addiction: Substance Use,Internet, Technology | |
| 9 | School Fear and School Success, Exam Stress, Occupation Selection | |
| 10 | Bullying: Peer bullying, School bullying, Cyber bullying | |
| 11 | Gifted Children and Atypical Children | |
| 12 | Physical, Emotional, Sexual Abuse and Neglect | |
| 13 | Homework / Case Presentation | |
| 14 | General Evaluation |
| Resources |
| Gelişim Psikolojisi Kuramları Patricia H. Miller, Yayına Hazırlayan: Bekir Onur Çeviren: Zeynep Gültekin. Yaşam Boyu Gelişim (2012), J.W. Santrock, Ankara: Nobel Yayın İnsan ve Davranışı (1999). D. Cüceloğlu. İstanbul: Remzi Kitabevi Çocuk ve Ergen Gelişimi (1998) B. Onur. Ankara: İmge Kitabevi |
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 | 2 | 28 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 40 | 80 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 2 | 4 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 175 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(175/30) | 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 |
|---|---|---|---|---|---|
| ELECTIVE TOPICS in DEVELOPMENTAL PSYCHOLOGY | - | Fall Semester | 2+0 | 2 | 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 discuss the topics and concepts which are in the field of Developmental Psychology and which stand out in the context of lifelong development. |
| Course Content | This course contains; An Overview of Lifelong Development and Development Theories,Attachment Theory,Parental Attitudes and Divorced Parents, Working Parents,Pre-School Children and Play,Adolescence Theories and Living with Ergen,Communication and Empathy with Children and Adolescents,General Evaluation,Addiction: Substance Use,Internet, Technology,School Fear and School Success, Exam Stress, Occupation Selection,Bullying: Peer bullying, School bullying, Cyber bullying,Gifted Children and Atypical Children,Physical, Emotional, Sexual Abuse and Neglect,Homework / Case Presentation,General Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Investigation of current issues in developmental psychology in the context of life-long developmental approach. | ||
| To define the basic concepts and topics of developmental psychology. | ||
| To be able to define developmental stages on examples. | ||
| To be able to understand and interpret the basic dynamics of developmental psychology. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | An Overview of Lifelong Development and Development Theories | |
| 2 | Attachment Theory | |
| 3 | Parental Attitudes and Divorced Parents, Working Parents | |
| 4 | Pre-School Children and Play | |
| 5 | Adolescence Theories and Living with Ergen | |
| 6 | Communication and Empathy with Children and Adolescents | |
| 7 | General Evaluation | |
| 8 | Addiction: Substance Use,Internet, Technology | |
| 9 | School Fear and School Success, Exam Stress, Occupation Selection | |
| 10 | Bullying: Peer bullying, School bullying, Cyber bullying | |
| 11 | Gifted Children and Atypical Children | |
| 12 | Physical, Emotional, Sexual Abuse and Neglect | |
| 13 | Homework / Case Presentation | |
| 14 | General Evaluation |
| Resources |
| Gelişim Psikolojisi Kuramları Patricia H. Miller, Yayına Hazırlayan: Bekir Onur Çeviren: Zeynep Gültekin. Yaşam Boyu Gelişim (2012), J.W. Santrock, Ankara: Nobel Yayın İnsan ve Davranışı (1999). D. Cüceloğlu. İstanbul: Remzi Kitabevi Çocuk ve Ergen Gelişimi (1998) B. Onur. Ankara: İmge Kitabevi |
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 | |