Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CREA. and CREA. CHILD ACTIV. in EARLY CHILDHOOD | - | 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 | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Lect.Dr. Tuğba DURAK DEMİRHAN |
| Assistant(s) | |
| Aim | The aim of this course is to explain the concept of creativity in early childhood within the framework of creativity theories; to explain creative personality traits; to explain the development of creativity in children; in this direction, it is intended to design, implement and evaluate creative activity plans suitable for preschool education program. |
| Course Content | This course contains; Definition of creativity,Theories explaining creative thinking,The dimensions of creativity,Creativity in child,Creativity development of child,Relation between creativity and intelligence,Creativity and art fields,Features of creative personality,Factors that affecting creativity,Roles of education in creativity development,Assessment of creativity,Planning creative activities appropriate for preschool education program,Implementation of creative activity plans appropriate for preschool education program,Evaluation of creative activity plans appropriate for preschool education program. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Designs creative activities suitable for preschool education program. | 14 | F |
| Explains the relationship between creativity and intelligence and creative personality traits. | 10, 16, 9 | A |
| Explains the development of creativity in children. | 16, 9 | A |
| Defines creativity. | 16, 9 | A |
| Checks the appropriateness of the creative activity plans designed and implemented within the framework of the preschool education program. | 14, 19 | F |
| Structures the application of the creative activities designed. | 14, 6, 9 | F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of creativity | Discussions about expectations about the course |
| 2 | Theories explaining creative thinking | Reviewing theories explaining creative thinking |
| 3 | The dimensions of creativity | Reviewing the dimensions of creativity |
| 4 | Creativity in child | child observation within the scope of creativity |
| 5 | Creativity development of child | Reading articles on the development of creativity of children |
| 6 | Relation between creativity and intelligence | Readings about creativity and intelligence |
| 7 | Creativity and art fields | think piece on creativity and art |
| 8 | Features of creative personality | Discussion on creative personality characteristics |
| 9 | Factors that affecting creativity | Discussions about the factors affecting creativity. |
| 10 | Roles of education in creativity development | Readings about the role of education on creativity |
| 11 | Assessment of creativity | child observation within the scope of creativity |
| 12 | Planning creative activities appropriate for preschool education program | Reviewing the creative activity plans according for early childhood education program |
| 13 | Implementation of creative activity plans appropriate for preschool education program | Designing activity plans suitable for the early childhood education program |
| 14 | Evaluation of creative activity plans appropriate for preschool education program | Implementation of creative activity plans in accordance with the early childhood education program |
| Resources |
| Çoban, Ç. & İnan, H. Z. (2020). Okul Öncesi Öğretmenlerinin Yaratıcılık Düzeylerinin İncelenmesi. EKEV Akademi Dergisi , 0 (83) , 137-163 . Retrieved from https://dergipark.org.tr/en/pub/sosekev/issue/71902/1156396 Gokalp, M. (2016). Çocukta Yaratıcılık ve Yaratıcı Çocuk Etkinliklerinin “Yaratıcılık ve Geliştirilmesi” Dersinde Okul Öncesi Bölümü Öğrencilerine Olan Etkisi (Samsun Eğitim Fakültesi Örneği) . MANAS Sosyal Araştırmalar Dergisi , 5 (3) , 25-36 . Retrieved from https://dergipark.org.tr/tr/pub/mjss/issue/40505/485338 |
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 | 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 | 6 | 1 | 6 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 2 | 10 | |||
| Term Project | 3 | 4 | 12 | |||
| Presentation of Project / Seminar | 2 | 5 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 6 | 2 | 12 | |||
| 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 |
|---|---|---|---|---|---|
| CREA. and CREA. CHILD ACTIV. in EARLY CHILDHOOD | - | 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 | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Lect.Dr. Tuğba DURAK DEMİRHAN |
| Assistant(s) | |
| Aim | The aim of this course is to explain the concept of creativity in early childhood within the framework of creativity theories; to explain creative personality traits; to explain the development of creativity in children; in this direction, it is intended to design, implement and evaluate creative activity plans suitable for preschool education program. |
| Course Content | This course contains; Definition of creativity,Theories explaining creative thinking,The dimensions of creativity,Creativity in child,Creativity development of child,Relation between creativity and intelligence,Creativity and art fields,Features of creative personality,Factors that affecting creativity,Roles of education in creativity development,Assessment of creativity,Planning creative activities appropriate for preschool education program,Implementation of creative activity plans appropriate for preschool education program,Evaluation of creative activity plans appropriate for preschool education program. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Designs creative activities suitable for preschool education program. | 14 | F |
| Explains the relationship between creativity and intelligence and creative personality traits. | 10, 16, 9 | A |
| Explains the development of creativity in children. | 16, 9 | A |
| Defines creativity. | 16, 9 | A |
| Checks the appropriateness of the creative activity plans designed and implemented within the framework of the preschool education program. | 14, 19 | F |
| Structures the application of the creative activities designed. | 14, 6, 9 | F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of creativity | Discussions about expectations about the course |
| 2 | Theories explaining creative thinking | Reviewing theories explaining creative thinking |
| 3 | The dimensions of creativity | Reviewing the dimensions of creativity |
| 4 | Creativity in child | child observation within the scope of creativity |
| 5 | Creativity development of child | Reading articles on the development of creativity of children |
| 6 | Relation between creativity and intelligence | Readings about creativity and intelligence |
| 7 | Creativity and art fields | think piece on creativity and art |
| 8 | Features of creative personality | Discussion on creative personality characteristics |
| 9 | Factors that affecting creativity | Discussions about the factors affecting creativity. |
| 10 | Roles of education in creativity development | Readings about the role of education on creativity |
| 11 | Assessment of creativity | child observation within the scope of creativity |
| 12 | Planning creative activities appropriate for preschool education program | Reviewing the creative activity plans according for early childhood education program |
| 13 | Implementation of creative activity plans appropriate for preschool education program | Designing activity plans suitable for the early childhood education program |
| 14 | Evaluation of creative activity plans appropriate for preschool education program | Implementation of creative activity plans in accordance with the early childhood education program |
| Resources |
| Çoban, Ç. & İnan, H. Z. (2020). Okul Öncesi Öğretmenlerinin Yaratıcılık Düzeylerinin İncelenmesi. EKEV Akademi Dergisi , 0 (83) , 137-163 . Retrieved from https://dergipark.org.tr/en/pub/sosekev/issue/71902/1156396 Gokalp, M. (2016). Çocukta Yaratıcılık ve Yaratıcı Çocuk Etkinliklerinin “Yaratıcılık ve Geliştirilmesi” Dersinde Okul Öncesi Bölümü Öğrencilerine Olan Etkisi (Samsun Eğitim Fakültesi Örneği) . MANAS Sosyal Araştırmalar Dergisi , 5 (3) , 25-36 . Retrieved from https://dergipark.org.tr/tr/pub/mjss/issue/40505/485338 |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |