Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| FAMILY EDUCATION | - | 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 | Assist.Prof. Işık SABIRLI ÖZTUŞ |
| Name of Lecturer(s) | Res.Assist. Fatma Özge ÜNSAL |
| Assistant(s) | |
| Aim | In this course; based on the concept of family and family theories, it is aimed to convey the conceptual, theoretical and practical foundations and principles of parent education and family participation in the child's education and school. |
| Course Content | This course contains; Introduction to Parent Education and Involvement ,The Concept of Family,Family Theories ,Different Family Structures and Cross-Cultural Differences in Family,Parental Attitudes, Parent-Child Communication,Motherhood-Fatherhood in the Context of Gender,Types, Scope and Importance of Parent Education ,Models in Parent Education, Different Practices, Examples from the World ,Parent Education Studies in Turkey ,Family Involvement: Practices, Barriers, Suggestions ,Father Involvement ,Family Support Education Guide Integrated with the Education Program for Children 0-36 months (EBADER) ,Family Support Education Guide Integrated with Preschool Education Program (OBADER),Linking Family Education and Involvement with Preschool Teaching. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the concept of family with an intercultural approach through different family theories. | 10, 16, 9 | A |
| Discusses different parental attitudes in the context of parent-child communication and early childhood development. | 10, 13, 16, 19, 9 | A |
| Explains the types, scope and importance of parent education. | 16, 9 | A |
| Discusses family involvement in the context of practices, obstacles and suggestions. | 10, 14, 19, 5, 9 | A, E |
| Plans activities for family participation. | 10, 16, 19, 5, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Parent Education and Involvement | |
| 2 | The Concept of Family | Readings related the subject |
| 3 | Family Theories | Readings related the subject |
| 4 | Different Family Structures and Cross-Cultural Differences in Family | Readings related the subject |
| 5 | Parental Attitudes, Parent-Child Communication | Readings and videos related the subject |
| 6 | Motherhood-Fatherhood in the Context of Gender | Readings related the subject |
| 7 | Types, Scope and Importance of Parent Education | Readings related the subject |
| 8 | Models in Parent Education, Different Practices, Examples from the World | Readings related the subject |
| 9 | Parent Education Studies in Turkey | Readings related the subject |
| 10 | Family Involvement: Practices, Barriers, Suggestions | Readings related the subject |
| 11 | Father Involvement | Readings related the subject |
| 12 | Family Support Education Guide Integrated with the Education Program for Children 0-36 months (EBADER) | Examining Family Support Education Guide Integrated with the Education Program for Children 0-36 months (EBADER) |
| 13 | Family Support Education Guide Integrated with Preschool Education Program (OBADER) | Examining Family Support Education Guide Integrated with Preschool Education Program (OBADER) |
| 14 | Linking Family Education and Involvement with Preschool Teaching | Preparing parent involvement activities proposals |
| Resources |
| Parent Education (2021), Editor: Hülya Gülay Ogelman, Eğiten Kitap Father Participation in Early Childhood Development and Education (2020), Editor: Şenil Ünlü Çetin, Nobel Academic Publishing Family Support Education Guide (EBADER) Integrated with the Education Program for Children 0-36 months Family Support Education Guide Integrated with Preschool Education Program (OBADER) Çakmak, Ö. Ç. (2010). Family Participation in Preschool Education Institutions. Bolu Abant İzzet Baysal University Journal of Institute of Social Sciences, 10 (1), 1-18. |
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. | ||||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 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. | X | |||||
| 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. | 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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 20 | 20 | |||
| Term Project | 2 | 10 | 20 | |||
| Presentation of Project / Seminar | 1 | 4 | 4 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 24 | 24 | |||
| General Exam | 1 | 24 | 24 | |||
| 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 |
|---|---|---|---|---|---|
| FAMILY EDUCATION | - | 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 | Assist.Prof. Işık SABIRLI ÖZTUŞ |
| Name of Lecturer(s) | Res.Assist. Fatma Özge ÜNSAL |
| Assistant(s) | |
| Aim | In this course; based on the concept of family and family theories, it is aimed to convey the conceptual, theoretical and practical foundations and principles of parent education and family participation in the child's education and school. |
| Course Content | This course contains; Introduction to Parent Education and Involvement ,The Concept of Family,Family Theories ,Different Family Structures and Cross-Cultural Differences in Family,Parental Attitudes, Parent-Child Communication,Motherhood-Fatherhood in the Context of Gender,Types, Scope and Importance of Parent Education ,Models in Parent Education, Different Practices, Examples from the World ,Parent Education Studies in Turkey ,Family Involvement: Practices, Barriers, Suggestions ,Father Involvement ,Family Support Education Guide Integrated with the Education Program for Children 0-36 months (EBADER) ,Family Support Education Guide Integrated with Preschool Education Program (OBADER),Linking Family Education and Involvement with Preschool Teaching. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the concept of family with an intercultural approach through different family theories. | 10, 16, 9 | A |
| Discusses different parental attitudes in the context of parent-child communication and early childhood development. | 10, 13, 16, 19, 9 | A |
| Explains the types, scope and importance of parent education. | 16, 9 | A |
| Discusses family involvement in the context of practices, obstacles and suggestions. | 10, 14, 19, 5, 9 | A, E |
| Plans activities for family participation. | 10, 16, 19, 5, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Parent Education and Involvement | |
| 2 | The Concept of Family | Readings related the subject |
| 3 | Family Theories | Readings related the subject |
| 4 | Different Family Structures and Cross-Cultural Differences in Family | Readings related the subject |
| 5 | Parental Attitudes, Parent-Child Communication | Readings and videos related the subject |
| 6 | Motherhood-Fatherhood in the Context of Gender | Readings related the subject |
| 7 | Types, Scope and Importance of Parent Education | Readings related the subject |
| 8 | Models in Parent Education, Different Practices, Examples from the World | Readings related the subject |
| 9 | Parent Education Studies in Turkey | Readings related the subject |
| 10 | Family Involvement: Practices, Barriers, Suggestions | Readings related the subject |
| 11 | Father Involvement | Readings related the subject |
| 12 | Family Support Education Guide Integrated with the Education Program for Children 0-36 months (EBADER) | Examining Family Support Education Guide Integrated with the Education Program for Children 0-36 months (EBADER) |
| 13 | Family Support Education Guide Integrated with Preschool Education Program (OBADER) | Examining Family Support Education Guide Integrated with Preschool Education Program (OBADER) |
| 14 | Linking Family Education and Involvement with Preschool Teaching | Preparing parent involvement activities proposals |
| Resources |
| Parent Education (2021), Editor: Hülya Gülay Ogelman, Eğiten Kitap Father Participation in Early Childhood Development and Education (2020), Editor: Şenil Ünlü Çetin, Nobel Academic Publishing Family Support Education Guide (EBADER) Integrated with the Education Program for Children 0-36 months Family Support Education Guide Integrated with Preschool Education Program (OBADER) Çakmak, Ö. Ç. (2010). Family Participation in Preschool Education Institutions. Bolu Abant İzzet Baysal University Journal of Institute of Social Sciences, 10 (1), 1-18. |
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. | ||||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 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. | X | |||||
| 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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |