Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| COGNITIVE DEVELOPMENT | YÇGL2225010 | Spring Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Neslihan ARGÜT |
| Name of Lecturer(s) | Prof.Dr. Ebru Hasibe TANJU ASLIŞEN |
| Assistant(s) | |
| Aim | The aim of this course to provide students, to understand the importance of cognitive development of human life, to understand the relationship with other developmental areas of cognitive development, to know the basic concepts of cognitive development, to perceive the developmental processes |
| Course Content | This course contains; Introduction to cognitive development ,Basic terms and concepts ,Theories of learning: Behavoural theories,Piaget's Cognitive-Structuralist Theory,Piaget's Cognitive-Structuralist Theory,Piaget's Cognitive-Structuralist Theory,Vygotsky's socio-cultural theory, Bruner's constructivist theory, Bandura's social learning theory,Information processing theories,Group study,Toys and games for supporting cognitive development of 0-3 years old children Toys for supporting cognitive development of 3-6 years old children Games for supporting cognitive development of 0-3 years old children Cognitive milestones of 0-6 years old children ,Toys for supporting cognitive development of 6-12 years old children Games for supporting cognitive development of 6-12 years old children Cognitive milestones of 7-18 years old children Assessment of cognitive development,Technology and it's effects on cognitive development Effects of music and art on cognitive development Sensory, attention and memory studies Scientific studies about cognitive development,Group study,Group study. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student achieves knowledge about cognitive development and cognitive development processes. | 10, 2, 9 | A, E |
| Student learns to evaluate children's cognitive development. | 10, 2, 9 | A, E |
| Student gains knowledge and experience in supporting studies. | 10, 2, 9 | A, E |
| Student has knowledge of children?s developments, learning properties and challenges. | 10, 2, 9 | A, E |
| In the field of child development student has the skills of generating different solutions to the problems with the evidence-based approach for the children with typical and atypical development. | 10, 2, 9 | A, E |
| In line with theoretical and practical knowledge in the field of child development student has the skills of assessing children with typical and atypical development by using different methods and tools, arranging support programs, making family counseling and providing public information. | 10, 2, 9 | A, E |
| Student uses the effective ways of attaining knowledge, he/she will develop a positive attitude for life-long learning. | 10, 2, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 2: Project Based Learning Model, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to cognitive development | Preparation of the related subject from the recommended sources |
| 2 | Basic terms and concepts | Preparation of the related subject from the recommended sources |
| 3 | Theories of learning: Behavoural theories | Preparation of the related subject from the recommended sources |
| 4 | Piaget's Cognitive-Structuralist Theory | Preparation of the related subject from the recommended sources |
| 5 | Piaget's Cognitive-Structuralist Theory | Preparation of the related subject from the recommended sources |
| 6 | Piaget's Cognitive-Structuralist Theory | Preparation of the related subject from the recommended sources |
| 7 | Vygotsky's socio-cultural theory, Bruner's constructivist theory, Bandura's social learning theory | Preparation of the related subject from the recommended sources |
| 8 | Information processing theories | Preparation of the related subject from the recommended sources |
| 9 | Group study | Preparation of the related subject from the recommended sources |
| 10 | Toys and games for supporting cognitive development of 0-3 years old children Toys for supporting cognitive development of 3-6 years old children Games for supporting cognitive development of 0-3 years old children Cognitive milestones of 0-6 years old children | Preparation of the related subject from the recommended sources |
| 11 | Toys for supporting cognitive development of 6-12 years old children Games for supporting cognitive development of 6-12 years old children Cognitive milestones of 7-18 years old children Assessment of cognitive development | Preparation of the related subject from the recommended sources |
| 12 | Technology and it's effects on cognitive development Effects of music and art on cognitive development Sensory, attention and memory studies Scientific studies about cognitive development | Preparation of the related subject from the recommended sources |
| 13 | Group study | Preparation of the related subject from the recommended sources |
| 14 | Group study | Preparation of the related subject from the recommended sources |
| Resources |
| Keil, F.C. (1989) Concepts, Kinds, and Cognitive Development (Learning, Development, and Conceptual Change) The MIT Press, Wellman, H.M. (1990) The Child?s Theory of Mind (Learning, Development & Conceptual Change), Kanwisher, N,; Moscovitch, M. (2000) The cognitive neuroscience of face processing U.K., Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi. Morpa, İstanbul., Meece, J.L; Daniels, H.D. (2008). Child & Adolescent Development For Educators. Mc Graw Hill, New york, USA. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | X | |||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | X | |||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates 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 | 7 | 6 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 8 | 16 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| COGNITIVE DEVELOPMENT | YÇGL2225010 | Spring Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Neslihan ARGÜT |
| Name of Lecturer(s) | Prof.Dr. Ebru Hasibe TANJU ASLIŞEN |
| Assistant(s) | |
| Aim | The aim of this course to provide students, to understand the importance of cognitive development of human life, to understand the relationship with other developmental areas of cognitive development, to know the basic concepts of cognitive development, to perceive the developmental processes |
| Course Content | This course contains; Introduction to cognitive development ,Basic terms and concepts ,Theories of learning: Behavoural theories,Piaget's Cognitive-Structuralist Theory,Piaget's Cognitive-Structuralist Theory,Piaget's Cognitive-Structuralist Theory,Vygotsky's socio-cultural theory, Bruner's constructivist theory, Bandura's social learning theory,Information processing theories,Group study,Toys and games for supporting cognitive development of 0-3 years old children Toys for supporting cognitive development of 3-6 years old children Games for supporting cognitive development of 0-3 years old children Cognitive milestones of 0-6 years old children ,Toys for supporting cognitive development of 6-12 years old children Games for supporting cognitive development of 6-12 years old children Cognitive milestones of 7-18 years old children Assessment of cognitive development,Technology and it's effects on cognitive development Effects of music and art on cognitive development Sensory, attention and memory studies Scientific studies about cognitive development,Group study,Group study. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student achieves knowledge about cognitive development and cognitive development processes. | 10, 2, 9 | A, E |
| Student learns to evaluate children's cognitive development. | 10, 2, 9 | A, E |
| Student gains knowledge and experience in supporting studies. | 10, 2, 9 | A, E |
| Student has knowledge of children?s developments, learning properties and challenges. | 10, 2, 9 | A, E |
| In the field of child development student has the skills of generating different solutions to the problems with the evidence-based approach for the children with typical and atypical development. | 10, 2, 9 | A, E |
| In line with theoretical and practical knowledge in the field of child development student has the skills of assessing children with typical and atypical development by using different methods and tools, arranging support programs, making family counseling and providing public information. | 10, 2, 9 | A, E |
| Student uses the effective ways of attaining knowledge, he/she will develop a positive attitude for life-long learning. | 10, 2, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 2: Project Based Learning Model, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to cognitive development | Preparation of the related subject from the recommended sources |
| 2 | Basic terms and concepts | Preparation of the related subject from the recommended sources |
| 3 | Theories of learning: Behavoural theories | Preparation of the related subject from the recommended sources |
| 4 | Piaget's Cognitive-Structuralist Theory | Preparation of the related subject from the recommended sources |
| 5 | Piaget's Cognitive-Structuralist Theory | Preparation of the related subject from the recommended sources |
| 6 | Piaget's Cognitive-Structuralist Theory | Preparation of the related subject from the recommended sources |
| 7 | Vygotsky's socio-cultural theory, Bruner's constructivist theory, Bandura's social learning theory | Preparation of the related subject from the recommended sources |
| 8 | Information processing theories | Preparation of the related subject from the recommended sources |
| 9 | Group study | Preparation of the related subject from the recommended sources |
| 10 | Toys and games for supporting cognitive development of 0-3 years old children Toys for supporting cognitive development of 3-6 years old children Games for supporting cognitive development of 0-3 years old children Cognitive milestones of 0-6 years old children | Preparation of the related subject from the recommended sources |
| 11 | Toys for supporting cognitive development of 6-12 years old children Games for supporting cognitive development of 6-12 years old children Cognitive milestones of 7-18 years old children Assessment of cognitive development | Preparation of the related subject from the recommended sources |
| 12 | Technology and it's effects on cognitive development Effects of music and art on cognitive development Sensory, attention and memory studies Scientific studies about cognitive development | Preparation of the related subject from the recommended sources |
| 13 | Group study | Preparation of the related subject from the recommended sources |
| 14 | Group study | Preparation of the related subject from the recommended sources |
| Resources |
| Keil, F.C. (1989) Concepts, Kinds, and Cognitive Development (Learning, Development, and Conceptual Change) The MIT Press, Wellman, H.M. (1990) The Child?s Theory of Mind (Learning, Development & Conceptual Change), Kanwisher, N,; Moscovitch, M. (2000) The cognitive neuroscience of face processing U.K., Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi. Morpa, İstanbul., Meece, J.L; Daniels, H.D. (2008). Child & Adolescent Development For Educators. Mc Graw Hill, New york, USA. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | X | |||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | X | |||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates 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 | |