Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SENSE EDUCATION in EARLY CHILDHOOD | - | 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. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | o be able to prepare support program related to sensory development and to be able to give consultation to family and related professionals. |
| Course Content | This course contains; Sensation and Perception; Definitions, differences, sense organs,Approaches to Sensation and Perception, Perception Properties, Factors Affecting Perception,Hearing Perception; Development and early support,Perception of Vision; Development and early support,Touch Perception; Development and early support,Perception of Odor and Taste; Development and early support,Proprioception; Development and early support,Sense of balance; Development and early support,Development of Activity Examples for Supporting the Development of 7 Senses in the Early Period,Presentation,Activities promoting perception development; Family and home / family suggestions,Activities promoting perception development; Suggestions to the institution / professionals,Environment and perception,Project Development and Project Presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| They learn basic definitions of sensation and perception. | ||
| Learn approaches about perception development. | ||
| They learn the factors that affect the perception. | ||
| They have the qualification to give advice to family and related professionals. | ||
| 7 Learn the development process and properties. | ||
| 7 They develop an intervention plan that supports the development of hearing. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sensation and Perception; Definitions, differences, sense organs | |
| 2 | Approaches to Sensation and Perception, Perception Properties, Factors Affecting Perception | |
| 3 | Hearing Perception; Development and early support | |
| 4 | Perception of Vision; Development and early support | |
| 5 | Touch Perception; Development and early support | |
| 6 | Perception of Odor and Taste; Development and early support | |
| 7 | Proprioception; Development and early support | |
| 8 | Sense of balance; Development and early support | |
| 9 | Development of Activity Examples for Supporting the Development of 7 Senses in the Early Period | |
| 10 | Presentation | |
| 11 | Activities promoting perception development; Family and home / family suggestions | |
| 12 | Activities promoting perception development; Suggestions to the institution / professionals | |
| 13 | Environment and perception | |
| 14 | Project Development and Project Presentation |
| Resources |
| Dunstan, P.J. (2009), Child Sense, Bantam Books, USA. Lezak Deutsch, M. ( 1983), Neuropsychological Assessment, Oxford University Press, USA. Madi, B. (2011), Öğrenme Beyinde Nasıl Oluşur, 2. Baskı, Efil Yayınevi, İstanbul. Perkins, M. (1983), Sesnsing the World, Hackett Publishing Company, USA. Rookes, P.; Wilson, J. (2000), Perception, Routladge, Great Britain. San Bayhan, P.; Artan, İ. (2004), Çocuk Gelişimi ve Eğitimi, MORPA Kültür Yayınları, İstanbul. Schiffman, H.R. (2001), Sensation and Perception, 5th ed., John Wiley & Sons Inc., USA. Silberg, J. (2006), Learning Games Exploring the Senses, Gryphon House Inc., Beltsville. |
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 |
|---|---|---|---|---|---|
| SENSE EDUCATION in EARLY CHILDHOOD | - | 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. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | o be able to prepare support program related to sensory development and to be able to give consultation to family and related professionals. |
| Course Content | This course contains; Sensation and Perception; Definitions, differences, sense organs,Approaches to Sensation and Perception, Perception Properties, Factors Affecting Perception,Hearing Perception; Development and early support,Perception of Vision; Development and early support,Touch Perception; Development and early support,Perception of Odor and Taste; Development and early support,Proprioception; Development and early support,Sense of balance; Development and early support,Development of Activity Examples for Supporting the Development of 7 Senses in the Early Period,Presentation,Activities promoting perception development; Family and home / family suggestions,Activities promoting perception development; Suggestions to the institution / professionals,Environment and perception,Project Development and Project Presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| They learn basic definitions of sensation and perception. | ||
| Learn approaches about perception development. | ||
| They learn the factors that affect the perception. | ||
| They have the qualification to give advice to family and related professionals. | ||
| 7 Learn the development process and properties. | ||
| 7 They develop an intervention plan that supports the development of hearing. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sensation and Perception; Definitions, differences, sense organs | |
| 2 | Approaches to Sensation and Perception, Perception Properties, Factors Affecting Perception | |
| 3 | Hearing Perception; Development and early support | |
| 4 | Perception of Vision; Development and early support | |
| 5 | Touch Perception; Development and early support | |
| 6 | Perception of Odor and Taste; Development and early support | |
| 7 | Proprioception; Development and early support | |
| 8 | Sense of balance; Development and early support | |
| 9 | Development of Activity Examples for Supporting the Development of 7 Senses in the Early Period | |
| 10 | Presentation | |
| 11 | Activities promoting perception development; Family and home / family suggestions | |
| 12 | Activities promoting perception development; Suggestions to the institution / professionals | |
| 13 | Environment and perception | |
| 14 | Project Development and Project Presentation |
| Resources |
| Dunstan, P.J. (2009), Child Sense, Bantam Books, USA. Lezak Deutsch, M. ( 1983), Neuropsychological Assessment, Oxford University Press, USA. Madi, B. (2011), Öğrenme Beyinde Nasıl Oluşur, 2. Baskı, Efil Yayınevi, İstanbul. Perkins, M. (1983), Sesnsing the World, Hackett Publishing Company, USA. Rookes, P.; Wilson, J. (2000), Perception, Routladge, Great Britain. San Bayhan, P.; Artan, İ. (2004), Çocuk Gelişimi ve Eğitimi, MORPA Kültür Yayınları, İstanbul. Schiffman, H.R. (2001), Sensation and Perception, 5th ed., John Wiley & Sons Inc., USA. Silberg, J. (2006), Learning Games Exploring the Senses, Gryphon House Inc., Beltsville. |
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 | |