Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILDREN'S LITERATURE | YÇGL2225050 | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | The main objective of the course is teaching the students the content, illustration and physical properties of the children?s books, and revealing discussion of importance of a good book by presenting examples. It is aimed to gain the student theoretical and practical information about types and features of the children?s books, story choosing and preparing techniques at the end of the course. |
| Course Content | This course contains; Children's Literature,Development of Children's Literature,History of the Preschool Children?s Books,Interaction of Kids and Books,The importance of the book choose in Child Development (Cognitive Development and Linguistic Development),The importance of the book choose in Child Development ( Personal Development and Social Development),The importance of the book choose in Child Development ( Personal Development and Social Development),Types of Kindergarden School Books,Characteristic Of The Kindergarden School Books.,Kinds of Children?s Literature (Story, novel and poems),Kinds of Children?s Literature (Autobiography, comic books and book telling nature and science),Basic Principles that the Children Literature Must Be Based On,Helping Children Gain Reading Habits,Helping Children Gain Reading Habits. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Getting information about Children Literature and Kinds. | 10, 14, 9 | A, E |
| Making book choose according to age and child development. | 10, 14, 9 | A, E |
| Student gains theoretical and practical knowledge on story selection and preparation techniques. | 10, 14, 9 | A, E |
| Using the effective ways of attaining knowledge, student develops a positive attitude for life-long learning. | 10, 14, 9 | A |
| Student evaluates critically their own knowledge?s to identify their own learning and to guidance learning. | 10, 14, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Children's Literature | Preparation of the related subject from the recommended sources |
| 2 | Development of Children's Literature | Preparation of the related subject from the recommended sources |
| 3 | History of the Preschool Children?s Books | Preparation of the related subject from the recommended sources |
| 4 | Interaction of Kids and Books | Preparation of the related subject from the recommended sources |
| 5 | The importance of the book choose in Child Development (Cognitive Development and Linguistic Development) | Preparation of the related subject from the recommended sources |
| 6 | The importance of the book choose in Child Development ( Personal Development and Social Development) | Preparation of the related subject from the recommended sources |
| 7 | The importance of the book choose in Child Development ( Personal Development and Social Development) | Preparation of the related subject from the recommended sources |
| 8 | Types of Kindergarden School Books | Preparation of the related subject from the recommended sources |
| 9 | Characteristic Of The Kindergarden School Books. | Preparation of the related subject from the recommended sources |
| 10 | Kinds of Children?s Literature (Story, novel and poems) | Preparation of the related subject from the recommended sources |
| 11 | Kinds of Children?s Literature (Autobiography, comic books and book telling nature and science) | Preparation of the related subject from the recommended sources |
| 12 | Basic Principles that the Children Literature Must Be Based On | Preparation of the related subject from the recommended sources |
| 13 | Helping Children Gain Reading Habits | Preparation of the related subject from the recommended sources |
| 14 | Helping Children Gain Reading Habits | Preparation of the related subject from the recommended sources |
| 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. |
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 | 2 | 28 | |||
| Guided Problem Solving | 7 | 2 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 2 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 2 | 3 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 60 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(60/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| CHILDREN'S LITERATURE | YÇGL2225050 | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | The main objective of the course is teaching the students the content, illustration and physical properties of the children?s books, and revealing discussion of importance of a good book by presenting examples. It is aimed to gain the student theoretical and practical information about types and features of the children?s books, story choosing and preparing techniques at the end of the course. |
| Course Content | This course contains; Children's Literature,Development of Children's Literature,History of the Preschool Children?s Books,Interaction of Kids and Books,The importance of the book choose in Child Development (Cognitive Development and Linguistic Development),The importance of the book choose in Child Development ( Personal Development and Social Development),The importance of the book choose in Child Development ( Personal Development and Social Development),Types of Kindergarden School Books,Characteristic Of The Kindergarden School Books.,Kinds of Children?s Literature (Story, novel and poems),Kinds of Children?s Literature (Autobiography, comic books and book telling nature and science),Basic Principles that the Children Literature Must Be Based On,Helping Children Gain Reading Habits,Helping Children Gain Reading Habits. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Getting information about Children Literature and Kinds. | 10, 14, 9 | A, E |
| Making book choose according to age and child development. | 10, 14, 9 | A, E |
| Student gains theoretical and practical knowledge on story selection and preparation techniques. | 10, 14, 9 | A, E |
| Using the effective ways of attaining knowledge, student develops a positive attitude for life-long learning. | 10, 14, 9 | A |
| Student evaluates critically their own knowledge?s to identify their own learning and to guidance learning. | 10, 14, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Children's Literature | Preparation of the related subject from the recommended sources |
| 2 | Development of Children's Literature | Preparation of the related subject from the recommended sources |
| 3 | History of the Preschool Children?s Books | Preparation of the related subject from the recommended sources |
| 4 | Interaction of Kids and Books | Preparation of the related subject from the recommended sources |
| 5 | The importance of the book choose in Child Development (Cognitive Development and Linguistic Development) | Preparation of the related subject from the recommended sources |
| 6 | The importance of the book choose in Child Development ( Personal Development and Social Development) | Preparation of the related subject from the recommended sources |
| 7 | The importance of the book choose in Child Development ( Personal Development and Social Development) | Preparation of the related subject from the recommended sources |
| 8 | Types of Kindergarden School Books | Preparation of the related subject from the recommended sources |
| 9 | Characteristic Of The Kindergarden School Books. | Preparation of the related subject from the recommended sources |
| 10 | Kinds of Children?s Literature (Story, novel and poems) | Preparation of the related subject from the recommended sources |
| 11 | Kinds of Children?s Literature (Autobiography, comic books and book telling nature and science) | Preparation of the related subject from the recommended sources |
| 12 | Basic Principles that the Children Literature Must Be Based On | Preparation of the related subject from the recommended sources |
| 13 | Helping Children Gain Reading Habits | Preparation of the related subject from the recommended sources |
| 14 | Helping Children Gain Reading Habits | Preparation of the related subject from the recommended sources |
| 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. |
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 | |