Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ADVANCED CHILDREN'S LITERATURE | - | 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 aim of the course is to teach the students the content, illustration and physical characteristics of the children's book and to discuss the importance of a good book with examples. At the end of the course, the student is expected to have gained theoretical and practical knowledge about the genres, characteristics, story selection and preparation techniques of the children's book. |
| Course Content | This course contains; General objectives of children's literature,Introduction of pre-school children's books,Introduction of pre-school children's books,Children's books by age group,Children's books by age group,Children's literature in terms of literary genres,Children's literature in terms of literary genres,Children's books written for special purposes: Concept of disability in children's books,Children's books written for special purposes: Concept of disability in children's books,Electronic children's books,Storyline Method,Children's books and magazines in primary school,Children's books and magazines in primary school,Gaining reading habits in pre-school children. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To learn about children's literature and their genres. | ||
| To make books suitable for age groups and developmental characteristics. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | General objectives of children's literature | |
| 2 | Introduction of pre-school children's books | |
| 3 | Introduction of pre-school children's books | |
| 4 | Children's books by age group | |
| 5 | Children's books by age group | |
| 6 | Children's literature in terms of literary genres | |
| 7 | Children's literature in terms of literary genres | |
| 8 | Children's books written for special purposes: Concept of disability in children's books | |
| 9 | Children's books written for special purposes: Concept of disability in children's books | |
| 10 | Electronic children's books | |
| 11 | Storyline Method | |
| 12 | Children's books and magazines in primary school | |
| 13 | Children's books and magazines in primary school | |
| 14 | Gaining reading habits in pre-school children |
| Resources |
| Şirin, M., (1998). Çocuk Edebiyatı. Çocuk Vakfı Yayınları, İstanbul. Nodelman, P., Reimer, M. (2003). The Pleasure of Children?s Literature, Allyn&Bacon. Güleç,H.,Geçgel,H.(2006). Çocuk Edebiyatı. Kök Yayıncılık, Ankara. Sever, S. (2010).Çocuk ve Edebiyat, Tudem Yayıncılık, İzmir. Gönen, M. (2013). Çocuk Edebiyatı, Eğiten Kitap, Ankara. |
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 |
|---|---|---|---|---|---|
| ADVANCED CHILDREN'S LITERATURE | - | 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 aim of the course is to teach the students the content, illustration and physical characteristics of the children's book and to discuss the importance of a good book with examples. At the end of the course, the student is expected to have gained theoretical and practical knowledge about the genres, characteristics, story selection and preparation techniques of the children's book. |
| Course Content | This course contains; General objectives of children's literature,Introduction of pre-school children's books,Introduction of pre-school children's books,Children's books by age group,Children's books by age group,Children's literature in terms of literary genres,Children's literature in terms of literary genres,Children's books written for special purposes: Concept of disability in children's books,Children's books written for special purposes: Concept of disability in children's books,Electronic children's books,Storyline Method,Children's books and magazines in primary school,Children's books and magazines in primary school,Gaining reading habits in pre-school children. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To learn about children's literature and their genres. | ||
| To make books suitable for age groups and developmental characteristics. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | General objectives of children's literature | |
| 2 | Introduction of pre-school children's books | |
| 3 | Introduction of pre-school children's books | |
| 4 | Children's books by age group | |
| 5 | Children's books by age group | |
| 6 | Children's literature in terms of literary genres | |
| 7 | Children's literature in terms of literary genres | |
| 8 | Children's books written for special purposes: Concept of disability in children's books | |
| 9 | Children's books written for special purposes: Concept of disability in children's books | |
| 10 | Electronic children's books | |
| 11 | Storyline Method | |
| 12 | Children's books and magazines in primary school | |
| 13 | Children's books and magazines in primary school | |
| 14 | Gaining reading habits in pre-school children |
| Resources |
| Şirin, M., (1998). Çocuk Edebiyatı. Çocuk Vakfı Yayınları, İstanbul. Nodelman, P., Reimer, M. (2003). The Pleasure of Children?s Literature, Allyn&Bacon. Güleç,H.,Geçgel,H.(2006). Çocuk Edebiyatı. Kök Yayıncılık, Ankara. Sever, S. (2010).Çocuk ve Edebiyat, Tudem Yayıncılık, İzmir. Gönen, M. (2013). Çocuk Edebiyatı, Eğiten Kitap, Ankara. |
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 | |