Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD PSYCHOLOGY | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | |
| Name of Lecturer(s) | Lect. Ersin ERDOĞAN |
| Assistant(s) | |
| Aim | |
| Course Content | This course contains; Subject, History and Method of Child Psychology Examination of Development,Prenatal development, postnatal development Development in infancy,Early Childhood Development,Development in Late Childhood,Self, Gender and Gender Roles, Child Sexual Development and Education,Development of Social Relations-Family,Development of Social Relations-School,The Development of Social Relationships-Impacts of the wider culture,Atypical development ,Oversensitive children,Withrawal children ,Disobedient child ,Inattention in children ,Agressive children . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Comprehends the basic concepts, history and methods of child psychology. | 10, 16, 9 | A |
| Prenatal development; Comprehends the developmental areas and features of infancy. | 10, 16, 9 | A |
| Comprehends the developmental areas and characteristics of early childhood. | 10, 16, 9 | A |
| Comprehends the developmental areas and features of the last childhood. | 10, 16, 9 | A |
| Understands the effects of family structure, school system and entertainment media on child development. | 10, 16, 9 | A |
| Understands childhood adaptation and behavioral problems, causes and basic intervention methods. | 10, 16, 9 | A |
| Knows the abnormal development characteristics and the needs of children with these characteristics and their families. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Subject, History and Method of Child Psychology Examination of Development | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 2 | Prenatal development, postnatal development Development in infancy | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 3 | Early Childhood Development | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 4 | Development in Late Childhood | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 5 | Self, Gender and Gender Roles, Child Sexual Development and Education | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 6 | Development of Social Relations-Family | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 7 | Development of Social Relations-School | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 8 | The Development of Social Relationships-Impacts of the wider culture | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 9 | Atypical development | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 10 | Oversensitive children | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 11 | Withrawal children | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 12 | Disobedient child | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 13 | Inattention in children | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 14 | Agressive children | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | ||||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | ||||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | ||||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | ||||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 30 | 30 | |||
| General Exam | 1 | 70 | 70 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 128 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(128/30) | 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 |
|---|---|---|---|---|---|
| CHILD PSYCHOLOGY | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | |
| Name of Lecturer(s) | Lect. Ersin ERDOĞAN |
| Assistant(s) | |
| Aim | |
| Course Content | This course contains; Subject, History and Method of Child Psychology Examination of Development,Prenatal development, postnatal development Development in infancy,Early Childhood Development,Development in Late Childhood,Self, Gender and Gender Roles, Child Sexual Development and Education,Development of Social Relations-Family,Development of Social Relations-School,The Development of Social Relationships-Impacts of the wider culture,Atypical development ,Oversensitive children,Withrawal children ,Disobedient child ,Inattention in children ,Agressive children . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Comprehends the basic concepts, history and methods of child psychology. | 10, 16, 9 | A |
| Prenatal development; Comprehends the developmental areas and features of infancy. | 10, 16, 9 | A |
| Comprehends the developmental areas and characteristics of early childhood. | 10, 16, 9 | A |
| Comprehends the developmental areas and features of the last childhood. | 10, 16, 9 | A |
| Understands the effects of family structure, school system and entertainment media on child development. | 10, 16, 9 | A |
| Understands childhood adaptation and behavioral problems, causes and basic intervention methods. | 10, 16, 9 | A |
| Knows the abnormal development characteristics and the needs of children with these characteristics and their families. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Subject, History and Method of Child Psychology Examination of Development | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 2 | Prenatal development, postnatal development Development in infancy | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 3 | Early Childhood Development | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 4 | Development in Late Childhood | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 5 | Self, Gender and Gender Roles, Child Sexual Development and Education | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 6 | Development of Social Relations-Family | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 7 | Development of Social Relations-School | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 8 | The Development of Social Relationships-Impacts of the wider culture | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 9 | Atypical development | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 10 | Oversensitive children | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 11 | Withrawal children | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 12 | Disobedient child | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 13 | Inattention in children | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| 14 | Agressive children | Bee, H., Boyd, D. (2009). Gander, M. J., Gardiner, H. W. (2015). Yavuzer, H. (2005). |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | ||||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | ||||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | ||||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | ||||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |