Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCHOOL ADAPTATION and EARLY LITERACY EDU. | - | Fall 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 | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Assistant(s) | Associate Professor Mefharet Veziroglu Celik |
| Aim | The aim of this course is to teach prospective teachers the process of starting school and adaptation to school in early childhood, components of school adaptation, readiness for primary school and factors affecting readiness; Dimensions of primary school readiness (physical, social, emotional, cognitive, language, self-care skills), preparing activities to gain school readiness competencies; the importance of literacy preparation activities in pre-school education, early literacy, oral language skills and vocabulary development; It is to increase their knowledge and support their professional skills on subjects such as preparation for writing (writing awareness), planning, implementation and evaluation of reading and writing preparation activities appropriate to the pre-school education program. |
| Course Content | This course contains; Definition of school adaptation and factors affecting school adaptation,Dimensions of school adaptation I (physical, social, emotional, cognitive, language, self-care skills) ,The importance of literacy preparation studies in preschool education, basic concepts,Dimensions of school adaptation II (physical, social, emotional, cognitive, language, self-care skills),School adaptation program and activities,Importance and dimensions of preparation for primary school (physical, social, emotional, cognitive, language, self-care skills) ,School readiness and primary school preparation studies,The importance of literacy preparation studies in early childhood education, basic concepts, Early literacy,Phonological process skills (voice awareness, voice memory, voice usage),Verbal language skills and vocabulary development, writing awareness,Planning and implementing early literacy activities according to preschool education program,Evaluating literacy preparation activities suitable for preschool education program,Evaluating literacy preparation activities suitable for preschool education program II,Content of early literacy centers and early literacy activities . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the process of adaptation to school. | 10, 9 | A, E, F |
| Designs activities that will facilitate the adaptation process to school. | 14, 6, 9 | E, F |
| Explains the factors affecting readiness for primary school. | 10, 9 | A |
| Makes plans for primary school readiness in accordance with children's physical, social, emotional, cognitive, and self-care competencies. | A, E, H | |
| Explain early literacy skills. | 10, 9 | A |
| Evaluates reading and writing preparation activities appropriate to the preschool education program for children's oral language skills and vocabulary development. | 10, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of school adaptation and factors affecting school adaptation | |
| 2 | Dimensions of school adaptation I (physical, social, emotional, cognitive, language, self-care skills) | Reviewing recommended resources |
| 3 | The importance of literacy preparation studies in preschool education, basic concepts | Examination of literacy preparation studies in early childhood education |
| 4 | Dimensions of school adaptation II (physical, social, emotional, cognitive, language, self-care skills) | |
| 5 | School adaptation program and activities | |
| 6 | Importance and dimensions of preparation for primary school (physical, social, emotional, cognitive, language, self-care skills) | |
| 7 | School readiness and primary school preparation studies | |
| 8 | The importance of literacy preparation studies in early childhood education, basic concepts, Early literacy | |
| 9 | Phonological process skills (voice awareness, voice memory, voice usage) | Sugessted readings about phonological process skills |
| 10 | Verbal language skills and vocabulary development, writing awareness | |
| 11 | Planning and implementing early literacy activities according to preschool education program | Reviewing the literacy preparation activity plans suitable for the preschool education program |
| 12 | Evaluating literacy preparation activities suitable for preschool education program | |
| 13 | Evaluating literacy preparation activities suitable for preschool education program II | Implementation of a literacy preparation activity plan appropriate to the pre-school education program |
| 14 | Content of early literacy centers and early literacy activities | Early literacy practices |
| Resources |
| MEB 2022-2023 Okula Uyum Rehberi https://tegm.meb.gov.tr/meb_iys_dosyalar/2022_08/31121627_Okul_Oncesi_Egitim_Uyum_Rehberi.pdf |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
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 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 5 | 10 | |||
| Term Project | 1 | 6 | 6 | |||
| Presentation of Project / Seminar | 2 | 5 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 5 | 3 | 15 | |||
| General Exam | 9 | 3 | 27 | |||
| Performance Task, Maintenance Plan | 2 | 5 | 10 | |||
| 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 |
|---|---|---|---|---|---|
| SCHOOL ADAPTATION and EARLY LITERACY EDU. | - | Fall 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 | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Assistant(s) | Associate Professor Mefharet Veziroglu Celik |
| Aim | The aim of this course is to teach prospective teachers the process of starting school and adaptation to school in early childhood, components of school adaptation, readiness for primary school and factors affecting readiness; Dimensions of primary school readiness (physical, social, emotional, cognitive, language, self-care skills), preparing activities to gain school readiness competencies; the importance of literacy preparation activities in pre-school education, early literacy, oral language skills and vocabulary development; It is to increase their knowledge and support their professional skills on subjects such as preparation for writing (writing awareness), planning, implementation and evaluation of reading and writing preparation activities appropriate to the pre-school education program. |
| Course Content | This course contains; Definition of school adaptation and factors affecting school adaptation,Dimensions of school adaptation I (physical, social, emotional, cognitive, language, self-care skills) ,The importance of literacy preparation studies in preschool education, basic concepts,Dimensions of school adaptation II (physical, social, emotional, cognitive, language, self-care skills),School adaptation program and activities,Importance and dimensions of preparation for primary school (physical, social, emotional, cognitive, language, self-care skills) ,School readiness and primary school preparation studies,The importance of literacy preparation studies in early childhood education, basic concepts, Early literacy,Phonological process skills (voice awareness, voice memory, voice usage),Verbal language skills and vocabulary development, writing awareness,Planning and implementing early literacy activities according to preschool education program,Evaluating literacy preparation activities suitable for preschool education program,Evaluating literacy preparation activities suitable for preschool education program II,Content of early literacy centers and early literacy activities . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the process of adaptation to school. | 10, 9 | A, E, F |
| Designs activities that will facilitate the adaptation process to school. | 14, 6, 9 | E, F |
| Explains the factors affecting readiness for primary school. | 10, 9 | A |
| Makes plans for primary school readiness in accordance with children's physical, social, emotional, cognitive, and self-care competencies. | A, E, H | |
| Explain early literacy skills. | 10, 9 | A |
| Evaluates reading and writing preparation activities appropriate to the preschool education program for children's oral language skills and vocabulary development. | 10, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of school adaptation and factors affecting school adaptation | |
| 2 | Dimensions of school adaptation I (physical, social, emotional, cognitive, language, self-care skills) | Reviewing recommended resources |
| 3 | The importance of literacy preparation studies in preschool education, basic concepts | Examination of literacy preparation studies in early childhood education |
| 4 | Dimensions of school adaptation II (physical, social, emotional, cognitive, language, self-care skills) | |
| 5 | School adaptation program and activities | |
| 6 | Importance and dimensions of preparation for primary school (physical, social, emotional, cognitive, language, self-care skills) | |
| 7 | School readiness and primary school preparation studies | |
| 8 | The importance of literacy preparation studies in early childhood education, basic concepts, Early literacy | |
| 9 | Phonological process skills (voice awareness, voice memory, voice usage) | Sugessted readings about phonological process skills |
| 10 | Verbal language skills and vocabulary development, writing awareness | |
| 11 | Planning and implementing early literacy activities according to preschool education program | Reviewing the literacy preparation activity plans suitable for the preschool education program |
| 12 | Evaluating literacy preparation activities suitable for preschool education program | |
| 13 | Evaluating literacy preparation activities suitable for preschool education program II | Implementation of a literacy preparation activity plan appropriate to the pre-school education program |
| 14 | Content of early literacy centers and early literacy activities | Early literacy practices |
| Resources |
| MEB 2022-2023 Okula Uyum Rehberi https://tegm.meb.gov.tr/meb_iys_dosyalar/2022_08/31121627_Okul_Oncesi_Egitim_Uyum_Rehberi.pdf |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |