Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHYSICAL GROWTH and MOTOR DEVELOPMENT | YÇGL2124920 | Fall Semester | 3+0 | 3 | 4 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 Çarşamba 11:00-11:45 |
| 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) | Lect. Neslihan ARGÜT |
| Assistant(s) | |
| Aim | To provide information to the students about, brain development, physical growth, motor development, sensory development, factors affeting physical growth and motor development, monitoring and assessment of physical growth and motor development, promoting physical growth and motor development. |
| Course Content | This course contains; Basic concepts,Physical Growth ,Assessment of Physical Growth and Growth Percentiles,Motor development and factors that affect motor development ,Assessment of motor development and assessment tools,The period of reflexive movement phase,Rudimentary movement phase,Fundamental movement phase,Specialised movement phase ,Physical fitness in children ,Presentations of students,Presentations of students,Presentations of students,Presentations of students. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 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. | 9 | A |
| Students explain the physical growth and know core concepts on assessment of physical growth. | 9 | A |
| Students explain motor development and core concepts. | 9 | A |
| Students know about newborn reflexes and explain reflexive movement stage. | 9 | A |
| Students explain the rudimentary movement phase and the importance of supporting the motor development. | 9 | A |
| Students explain the fundamental movement phase and the importance of movement education in early childhood period. | 9 | A |
| Students explain the specialized movement phase and necessity for life-long movements. | 9 | A |
| Students can explain physical fitness. | 9 | A |
| Explains motor development and related experiences throughout life. | 9 | A |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notes |
| 2 | Physical Growth | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notes |
| 3 | Assessment of Physical Growth and Growth Percentiles | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notes |
| 4 | Motor development and factors that affect motor development | Preparation of the related subject from the recommendUnderstanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 5 | Assessment of motor development and assessment tools | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 6 | The period of reflexive movement phase | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 7 | Rudimentary movement phase | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 8 | Fundamental movement phase | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 9 | Specialised movement phase | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 10 | Physical fitness in children | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 11 | Presentations of students | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 12 | Presentations of students | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 13 | Presentations of students | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 14 | Presentations of students | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| Resources |
| Understanding Motor Development: Infants, Children, Adolescents, Adults Gallahue, D. L., Omzun, J. C. Pediatri, Olcay Neyzi, Türkan Ertuğrul. |
| Web Sitesi for Videos: https://pathways.org/ |
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 | 0 | 10 | 0 | |||
| General Exam | 0 | 10 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 100 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(100/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| PHYSICAL GROWTH and MOTOR DEVELOPMENT | YÇGL2124920 | Fall Semester | 3+0 | 3 | 4 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 Çarşamba 11:00-11:45 |
| 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) | Lect. Neslihan ARGÜT |
| Assistant(s) | |
| Aim | To provide information to the students about, brain development, physical growth, motor development, sensory development, factors affeting physical growth and motor development, monitoring and assessment of physical growth and motor development, promoting physical growth and motor development. |
| Course Content | This course contains; Basic concepts,Physical Growth ,Assessment of Physical Growth and Growth Percentiles,Motor development and factors that affect motor development ,Assessment of motor development and assessment tools,The period of reflexive movement phase,Rudimentary movement phase,Fundamental movement phase,Specialised movement phase ,Physical fitness in children ,Presentations of students,Presentations of students,Presentations of students,Presentations of students. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 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. | 9 | A |
| Students explain the physical growth and know core concepts on assessment of physical growth. | 9 | A |
| Students explain motor development and core concepts. | 9 | A |
| Students know about newborn reflexes and explain reflexive movement stage. | 9 | A |
| Students explain the rudimentary movement phase and the importance of supporting the motor development. | 9 | A |
| Students explain the fundamental movement phase and the importance of movement education in early childhood period. | 9 | A |
| Students explain the specialized movement phase and necessity for life-long movements. | 9 | A |
| Students can explain physical fitness. | 9 | A |
| Explains motor development and related experiences throughout life. | 9 | A |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notes |
| 2 | Physical Growth | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notes |
| 3 | Assessment of Physical Growth and Growth Percentiles | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notes |
| 4 | Motor development and factors that affect motor development | Preparation of the related subject from the recommendUnderstanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 5 | Assessment of motor development and assessment tools | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 6 | The period of reflexive movement phase | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 7 | Rudimentary movement phase | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 8 | Fundamental movement phase | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 9 | Specialised movement phase | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 10 | Physical fitness in children | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 11 | Presentations of students | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 12 | Presentations of students | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 13 | Presentations of students | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| 14 | Presentations of students | Understanding Motor Development: Infants, Children, Adolescents, Adults, Gallahue, D. L., Omzun, J. C. ; Pediatri, Olcay Neyzi, Türkan Ertuğrul; Course Notesed sources |
| Resources |
| Understanding Motor Development: Infants, Children, Adolescents, Adults Gallahue, D. L., Omzun, J. C. Pediatri, Olcay Neyzi, Türkan Ertuğrul. |
| Web Sitesi for Videos: https://pathways.org/ |
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 | |