Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EARLY CHILDHOOD EDUCATION POLICIES | - | Spring 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) | Assoc. Prof. Mefharet Veziroğlu Çelik |
| Aim | The aim is to improve teacher candidates' knowledge of the subjects within the scope of early childhood education policies in Turkey and the world and to increase their awareness of the importance of studies in this field. |
| Course Content | This course contains; Definition and importance of early childhood policies,Early childhood policies and implementations in Turkey and in the world,Early Intervention Programs: Examples from Turkey and the World I,Early Intervention Programs: Examples from Turkey and the World II,Short and Long Term Effects of Early Childhood Education Policies,The importance and scope of early childhood services,Administration in Early Childhood Education ,Erken Çocukluk Eğitimi Politikalarında Finansman,Teacher Profile and Working Conditions in Early Childhood Education Policies ,Strengthening Educational Opportunities,Early Childhood Education Policies and Sustainable Development Goals,Comparisons and critical perspectives on early childhood policies,Current situation and analysis in the context of early childhood education policies,Current debates in early childhood education. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains early childhood policies in Türkiye and the world. | 10, 14, 9 | A, E |
| Critiques early childhood education policies in Türkiye and the world. | 10, 9 | A, E |
| Explains the early childhood education policies in Turkey. | 10, 14, 9 | A |
| Determines the place of early childhood education policies implemented in Turkey in the world. | 10, 9 | A |
| Develops policy recommendations regarding early childhood. | 10, 16, 9 | A, E, H |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and importance of early childhood policies | |
| 2 | Early childhood policies and implementations in Turkey and in the world | |
| 3 | Early Intervention Programs: Examples from Turkey and the World I | Reviewing recommended resources |
| 4 | Early Intervention Programs: Examples from Turkey and the World II | |
| 5 | Short and Long Term Effects of Early Childhood Education Policies | |
| 6 | The importance and scope of early childhood services | |
| 7 | Administration in Early Childhood Education | |
| 8 | Erken Çocukluk Eğitimi Politikalarında Finansman | Reviewing recommended resources |
| 9 | Teacher Profile and Working Conditions in Early Childhood Education Policies | |
| 10 | Strengthening Educational Opportunities | |
| 11 | Early Childhood Education Policies and Sustainable Development Goals | Sürdürülebilir Kalkınma Amaçlarının incelenmesi |
| 12 | Comparisons and critical perspectives on early childhood policies | |
| 13 | Current situation and analysis in the context of early childhood education policies | Preparing opinions on current issues |
| 14 | Current debates in early childhood education | Preparing opinions on current issues |
| Resources |
| T.C. MEB Temel Eğitim Genel Müdürlüğü Erken Çocukluk Eğitimi Daire Başkanlığı internet sitesi. https://tegm.meb.gov.tr/www/erken-cocukluk-egitimi-daire-baskanligi/icerik/185 Bekman, S. ve Gürlesel, C. F. (2005). Doğru Başlangıç: Türkiye'de Okul Öncesi Eğitim. Yayın No. TÜSİAD-T/2005-05/396. |
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 | |||||
| 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. | 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. | 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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 8 | 8 | |||
| Term Project | 2 | 5 | 10 | |||
| Presentation of Project / Seminar | 1 | 8 | 8 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 1 | 10 | 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 |
|---|---|---|---|---|---|
| EARLY CHILDHOOD EDUCATION POLICIES | - | Spring 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) | Assoc. Prof. Mefharet Veziroğlu Çelik |
| Aim | The aim is to improve teacher candidates' knowledge of the subjects within the scope of early childhood education policies in Turkey and the world and to increase their awareness of the importance of studies in this field. |
| Course Content | This course contains; Definition and importance of early childhood policies,Early childhood policies and implementations in Turkey and in the world,Early Intervention Programs: Examples from Turkey and the World I,Early Intervention Programs: Examples from Turkey and the World II,Short and Long Term Effects of Early Childhood Education Policies,The importance and scope of early childhood services,Administration in Early Childhood Education ,Erken Çocukluk Eğitimi Politikalarında Finansman,Teacher Profile and Working Conditions in Early Childhood Education Policies ,Strengthening Educational Opportunities,Early Childhood Education Policies and Sustainable Development Goals,Comparisons and critical perspectives on early childhood policies,Current situation and analysis in the context of early childhood education policies,Current debates in early childhood education. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains early childhood policies in Türkiye and the world. | 10, 14, 9 | A, E |
| Critiques early childhood education policies in Türkiye and the world. | 10, 9 | A, E |
| Explains the early childhood education policies in Turkey. | 10, 14, 9 | A |
| Determines the place of early childhood education policies implemented in Turkey in the world. | 10, 9 | A |
| Develops policy recommendations regarding early childhood. | 10, 16, 9 | A, E, H |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and importance of early childhood policies | |
| 2 | Early childhood policies and implementations in Turkey and in the world | |
| 3 | Early Intervention Programs: Examples from Turkey and the World I | Reviewing recommended resources |
| 4 | Early Intervention Programs: Examples from Turkey and the World II | |
| 5 | Short and Long Term Effects of Early Childhood Education Policies | |
| 6 | The importance and scope of early childhood services | |
| 7 | Administration in Early Childhood Education | |
| 8 | Erken Çocukluk Eğitimi Politikalarında Finansman | Reviewing recommended resources |
| 9 | Teacher Profile and Working Conditions in Early Childhood Education Policies | |
| 10 | Strengthening Educational Opportunities | |
| 11 | Early Childhood Education Policies and Sustainable Development Goals | Sürdürülebilir Kalkınma Amaçlarının incelenmesi |
| 12 | Comparisons and critical perspectives on early childhood policies | |
| 13 | Current situation and analysis in the context of early childhood education policies | Preparing opinions on current issues |
| 14 | Current debates in early childhood education | Preparing opinions on current issues |
| Resources |
| T.C. MEB Temel Eğitim Genel Müdürlüğü Erken Çocukluk Eğitimi Daire Başkanlığı internet sitesi. https://tegm.meb.gov.tr/www/erken-cocukluk-egitimi-daire-baskanligi/icerik/185 Bekman, S. ve Gürlesel, C. F. (2005). Doğru Başlangıç: Türkiye'de Okul Öncesi Eğitim. Yayın No. TÜSİAD-T/2005-05/396. |
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 | |||||
| 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. | 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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |