Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BEHAVIOR MANAGEMENT in CHILDREN | - | Fall 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 | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Res.Assist. Fatma Özge ÜNSAL |
| Assistant(s) | |
| Aim | The aim of the course is the identification and definition of the both positive and negative behaviors of the children. According to this aim, course is organized to teach appropriate supporting techniques for the positive behavior and extinguishing techniques for the negative behaviors. It also includes to orginizing home and school environment for appropriate behavior management techniques. At the end, it covers the process of informing the parents about the aimed behavior management. |
| Course Content | This course contains; Idenfying positive behavior of children. ,Identifying negative behavior of children. ,Defining positive behavior of children. ,Defining negative behavior of children.,Learning supporting techniques for positive behavior.,Learning extinguishing techniques for negaitve behaviors. ,Teacher attitudes in behavior management. ,Parents' attitudes in behavior management. ,Organizing home environment for behavior management. ,Organizing school environment for behavior management. ,Examples of problem behaviors in the class. , Misbehavior models in classes. ,Developing possible misbehavior models in the classes. ,Evaluation of possible misbehaviors in the classes. . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student; 1. Will be able to define positive and negative behaviors in children. | 10, 16, 19, 9 | A, D |
| 2.Will be able to explain the techniques to support positive behaviors and extinguish negative behaviors. | 10, 16, 19, 9 | A, D |
| 3.Will be able to relate teacher and parent attitudes in behavior management. | 10, 14, 16, 19 | A, D |
| 4.Will be able to organize home and school environments for behavior management. | 14, 5, 6 | H |
| 5. Will be able to develop application examples for problem behaviors seen in class. | 14, 19, 2, 5, 6 | F |
| 6. Will be able to evaluate the applications of problem behaviors in the class. | 10, 14, 19, 2, 20, 5 |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 20: Reverse Brainstorming Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Idenfying positive behavior of children. | / Discussion on expectations about the course |
| 2 | Identifying negative behavior of children. | Reading recommended articles on identifying negative behavior of children |
| 3 | Defining positive behavior of children. | Reading recommended articles on identifying positive behavior of children |
| 4 | Defining negative behavior of children. | Reading recommended articles on defining negative behavior of children |
| 5 | Learning supporting techniques for positive behavior. | Examination of techniques to support positive behaviors |
| 6 | Learning extinguishing techniques for negaitve behaviors. | Examination of techniques to extinguish negative behaviors |
| 7 | Teacher attitudes in behavior management. | Reading the article on teacher attitudes |
| 8 | Parents' attitudes in behavior management. | Reading the article on parenting attitudes |
| 9 | Organizing home environment for behavior management. | Examination of examples of home environment organizing for behavior management |
| 10 | Organizing school environment for behavior management. | Examination of examples for the organizing of the school environment for behavior management |
| 11 | Examples of problem behaviors in the class. | Examination of problem behavior examples seen in the classroom |
| 12 | Misbehavior models in classes. | Examination of application examples for problem behaviors seen in the classroom |
| 13 | Developing possible misbehavior models in the classes. | Writing an application plan for problem behaviors seen in the classroom |
| 14 | Evaluation of possible misbehaviors in the classes. | Making practices for problem behaviors seen in the classroom |
| Resources |
| Lecture notes |
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. | X | |||||
| 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 | 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 | 1 | 7 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 4 | 1 | 4 | |||
| Presentation of Project / Seminar | 10 | 2 | 20 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 7 | 2 | 14 | |||
| Performance Task, Maintenance Plan | 5 | 1 | 5 | |||
| 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 |
|---|---|---|---|---|---|
| BEHAVIOR MANAGEMENT in CHILDREN | - | Fall 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 | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Res.Assist. Fatma Özge ÜNSAL |
| Assistant(s) | |
| Aim | The aim of the course is the identification and definition of the both positive and negative behaviors of the children. According to this aim, course is organized to teach appropriate supporting techniques for the positive behavior and extinguishing techniques for the negative behaviors. It also includes to orginizing home and school environment for appropriate behavior management techniques. At the end, it covers the process of informing the parents about the aimed behavior management. |
| Course Content | This course contains; Idenfying positive behavior of children. ,Identifying negative behavior of children. ,Defining positive behavior of children. ,Defining negative behavior of children.,Learning supporting techniques for positive behavior.,Learning extinguishing techniques for negaitve behaviors. ,Teacher attitudes in behavior management. ,Parents' attitudes in behavior management. ,Organizing home environment for behavior management. ,Organizing school environment for behavior management. ,Examples of problem behaviors in the class. , Misbehavior models in classes. ,Developing possible misbehavior models in the classes. ,Evaluation of possible misbehaviors in the classes. . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student; 1. Will be able to define positive and negative behaviors in children. | 10, 16, 19, 9 | A, D |
| 2.Will be able to explain the techniques to support positive behaviors and extinguish negative behaviors. | 10, 16, 19, 9 | A, D |
| 3.Will be able to relate teacher and parent attitudes in behavior management. | 10, 14, 16, 19 | A, D |
| 4.Will be able to organize home and school environments for behavior management. | 14, 5, 6 | H |
| 5. Will be able to develop application examples for problem behaviors seen in class. | 14, 19, 2, 5, 6 | F |
| 6. Will be able to evaluate the applications of problem behaviors in the class. | 10, 14, 19, 2, 20, 5 |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 20: Reverse Brainstorming Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Idenfying positive behavior of children. | / Discussion on expectations about the course |
| 2 | Identifying negative behavior of children. | Reading recommended articles on identifying negative behavior of children |
| 3 | Defining positive behavior of children. | Reading recommended articles on identifying positive behavior of children |
| 4 | Defining negative behavior of children. | Reading recommended articles on defining negative behavior of children |
| 5 | Learning supporting techniques for positive behavior. | Examination of techniques to support positive behaviors |
| 6 | Learning extinguishing techniques for negaitve behaviors. | Examination of techniques to extinguish negative behaviors |
| 7 | Teacher attitudes in behavior management. | Reading the article on teacher attitudes |
| 8 | Parents' attitudes in behavior management. | Reading the article on parenting attitudes |
| 9 | Organizing home environment for behavior management. | Examination of examples of home environment organizing for behavior management |
| 10 | Organizing school environment for behavior management. | Examination of examples for the organizing of the school environment for behavior management |
| 11 | Examples of problem behaviors in the class. | Examination of problem behavior examples seen in the classroom |
| 12 | Misbehavior models in classes. | Examination of application examples for problem behaviors seen in the classroom |
| 13 | Developing possible misbehavior models in the classes. | Writing an application plan for problem behaviors seen in the classroom |
| 14 | Evaluation of possible misbehaviors in the classes. | Making practices for problem behaviors seen in the classroom |
| Resources |
| Lecture notes |
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. | X | |||||
| 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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |