Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PARENTS CHILD EDU. and COUN. SERV.in EARLY CHILDHOOD | - | 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 | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | To be able to develop family education and counseling programs in early childhood education programs and to do family needs analysis. |
| Course Content | This course contains; Meeting and discussion of dersten anticipations,Basic concepts and definitions of early childhood,Early childhood education principles,Family identification and changing family identification,Family dynamics,Family system theories,The place and place of the child,Family in training process,Place of the child in the interaction of parents,Sibling relationships,Parenting skills,Basic principles in parent education programs,Development of family education programs,Project presentations and discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Evaluates and discusses the needs of families of early childhood children. Discusses and applies counseling processes for families of early childhood children. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Meeting and discussion of dersten anticipations | |
| 2 | Basic concepts and definitions of early childhood | |
| 3 | Early childhood education principles | |
| 4 | Family identification and changing family identification | |
| 5 | Family dynamics | |
| 6 | Family system theories | |
| 7 | The place and place of the child | |
| 8 | Family in training process | |
| 9 | Place of the child in the interaction of parents | |
| 10 | Sibling relationships | |
| 11 | Parenting skills | |
| 12 | Basic principles in parent education programs | |
| 13 | Development of family education programs | |
| 14 | Project presentations and discussion |
| Resources |
| Alanla ilgili çeşitli makaleler Gordon, T. (2005) ?Etkili Anababa Eğitiminde Uygulamalar?. Sistem yayıncılık. |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| 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 |
|---|---|---|---|---|---|
| PARENTS CHILD EDU. and COUN. SERV.in EARLY CHILDHOOD | - | 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 | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | To be able to develop family education and counseling programs in early childhood education programs and to do family needs analysis. |
| Course Content | This course contains; Meeting and discussion of dersten anticipations,Basic concepts and definitions of early childhood,Early childhood education principles,Family identification and changing family identification,Family dynamics,Family system theories,The place and place of the child,Family in training process,Place of the child in the interaction of parents,Sibling relationships,Parenting skills,Basic principles in parent education programs,Development of family education programs,Project presentations and discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Evaluates and discusses the needs of families of early childhood children. Discusses and applies counseling processes for families of early childhood children. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Meeting and discussion of dersten anticipations | |
| 2 | Basic concepts and definitions of early childhood | |
| 3 | Early childhood education principles | |
| 4 | Family identification and changing family identification | |
| 5 | Family dynamics | |
| 6 | Family system theories | |
| 7 | The place and place of the child | |
| 8 | Family in training process | |
| 9 | Place of the child in the interaction of parents | |
| 10 | Sibling relationships | |
| 11 | Parenting skills | |
| 12 | Basic principles in parent education programs | |
| 13 | Development of family education programs | |
| 14 | Project presentations and discussion |
| Resources |
| Alanla ilgili çeşitli makaleler Gordon, T. (2005) ?Etkili Anababa Eğitiminde Uygulamalar?. Sistem yayıncılık. |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |