Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL APPROACHES in EARLY CHILDHOOD | - | 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. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | The course provides early childhood curriculums and approaches to systematically conceptualize the soul, to analyze how fit the conditions of our country are, and to take into account the characteristics of our country's children such as age, developmental status, environmental conditions and their practical application skills. |
| Course Content | This course contains; Definition of curriculum, philosophy,Philosophy of the curriculum, developmental appropriateness,Included Curricula, thematic Curricula,Switching to practice,Educational Views - Maria Montessori,Educational Views - Sylvia Aston Warner,Educational Views - Caroline Pratt,Educational Opinions- Costance Kamii and Rheta Devries,Educational Approaches - Head Start, Bank Street,Educational Approaches - High scope,Educational Approaches - Waldorf,Curriculum Evaluation-Participation in the Curriculum,Discuss, analyze and implement curriculums created with these views and approaches.,Project presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| The student can identify, evaluate and analyze early childhood approaches that have been demonstrated to be feasible and widely used | ||
| They can develop, implement and evaluate new curriculum programs in line with these approaches |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of curriculum, philosophy | |
| 2 | Philosophy of the curriculum, developmental appropriateness | |
| 3 | Included Curricula, thematic Curricula | |
| 4 | Switching to practice | |
| 5 | Educational Views - Maria Montessori | |
| 6 | Educational Views - Sylvia Aston Warner | |
| 7 | Educational Views - Caroline Pratt | |
| 8 | Educational Opinions- Costance Kamii and Rheta Devries | |
| 9 | Educational Approaches - Head Start, Bank Street | |
| 10 | Educational Approaches - High scope | |
| 11 | Educational Approaches - Waldorf | |
| 12 | Curriculum Evaluation-Participation in the Curriculum | |
| 13 | Discuss, analyze and implement curriculums created with these views and approaches. | |
| 14 | Project presentation |
| Resources |
| 1. Driscoll, A., Nagel, N.G.(1999); Childhood education, Birth to 8 2. Berk, E.L.(1994); Child development 3th ed. 3. Gandini,L; Hill, L; Cndwell,L& Schawall. .(Eds.). (2005). In the Spirit of the Studio. Teachers College Press,New York,USA. 4. Brower,A.J. (1998). Introduction to Early Childhood education Preschool Through Primary Grades. Allyn and Bacon Inc,Boston,USA. 5. Edwards,C.;Gandini,L.; Forman G.(Eds.).(1989). The reggio Emilia Approach-Advanced Reflections. Ablex publishing Corporation, London, England. 6. Kessler,S.; Swadener,B:B.(1992). Reconceptualizing the Early Childhood Curriculum.Teachers College Columbia University, New York,USA. 7. Hyun,U. (1998). Making Sense of Developmentally and Culturally Appropriate Practice in Early Childhood Education. Peter Lung Publishing, New York,USA. 8. Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi.Morpa yayinevi, Istanbul. |
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 |
|---|---|---|---|---|---|
| EDUCATIONAL APPROACHES in EARLY CHILDHOOD | - | 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. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | The course provides early childhood curriculums and approaches to systematically conceptualize the soul, to analyze how fit the conditions of our country are, and to take into account the characteristics of our country's children such as age, developmental status, environmental conditions and their practical application skills. |
| Course Content | This course contains; Definition of curriculum, philosophy,Philosophy of the curriculum, developmental appropriateness,Included Curricula, thematic Curricula,Switching to practice,Educational Views - Maria Montessori,Educational Views - Sylvia Aston Warner,Educational Views - Caroline Pratt,Educational Opinions- Costance Kamii and Rheta Devries,Educational Approaches - Head Start, Bank Street,Educational Approaches - High scope,Educational Approaches - Waldorf,Curriculum Evaluation-Participation in the Curriculum,Discuss, analyze and implement curriculums created with these views and approaches.,Project presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| The student can identify, evaluate and analyze early childhood approaches that have been demonstrated to be feasible and widely used | ||
| They can develop, implement and evaluate new curriculum programs in line with these approaches |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of curriculum, philosophy | |
| 2 | Philosophy of the curriculum, developmental appropriateness | |
| 3 | Included Curricula, thematic Curricula | |
| 4 | Switching to practice | |
| 5 | Educational Views - Maria Montessori | |
| 6 | Educational Views - Sylvia Aston Warner | |
| 7 | Educational Views - Caroline Pratt | |
| 8 | Educational Opinions- Costance Kamii and Rheta Devries | |
| 9 | Educational Approaches - Head Start, Bank Street | |
| 10 | Educational Approaches - High scope | |
| 11 | Educational Approaches - Waldorf | |
| 12 | Curriculum Evaluation-Participation in the Curriculum | |
| 13 | Discuss, analyze and implement curriculums created with these views and approaches. | |
| 14 | Project presentation |
| Resources |
| 1. Driscoll, A., Nagel, N.G.(1999); Childhood education, Birth to 8 2. Berk, E.L.(1994); Child development 3th ed. 3. Gandini,L; Hill, L; Cndwell,L& Schawall. .(Eds.). (2005). In the Spirit of the Studio. Teachers College Press,New York,USA. 4. Brower,A.J. (1998). Introduction to Early Childhood education Preschool Through Primary Grades. Allyn and Bacon Inc,Boston,USA. 5. Edwards,C.;Gandini,L.; Forman G.(Eds.).(1989). The reggio Emilia Approach-Advanced Reflections. Ablex publishing Corporation, London, England. 6. Kessler,S.; Swadener,B:B.(1992). Reconceptualizing the Early Childhood Curriculum.Teachers College Columbia University, New York,USA. 7. Hyun,U. (1998). Making Sense of Developmentally and Culturally Appropriate Practice in Early Childhood Education. Peter Lung Publishing, New York,USA. 8. Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi.Morpa yayinevi, Istanbul. |
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 | |