Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILDREN'S RECOGNITION and EVALUATION | OÖ3111055 | 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 | Assist.Prof. Tuğba DURAK DEMİRHAN |
| Name of Lecturer(s) | Assist.Prof. Tuğba DURAK DEMİRHAN |
| Assistant(s) | |
| Aim | This course aims to provide knowledge and insight into the meaning, purpose, significance, and principles of child observation and assessment; the various methods and approaches used in recognizing and assessing children during early childhood; and the key considerations in the planning, implementation, interpretation, and reporting of data obtained through these methods and approaches. |
| Course Content | This course contains; Introduction to the Course: The Importance, Purpose, and Scope of Child Observation and Assessment,The Importance and Principles of Child Observation and Assessment, and the Role of the Educator in the Process ,Assessing Children in Early Childhood According to Age and Developmental Domains (36–48 Months, 48–60 Months, 60–72 Months),Assessment Processes, Documents, and Methods in the MAARİF Preschool Curriculum,Classification of Child Observation and Assessment Methods, Observation Techniques, and Reporting,Anecdotal Records, Informal Records, Checklists, and Data-Based Assessment Methods in Child Observation and Assessment,Assessing Children Through Play,Assessing Children Through Drawing and Art,Projective Techniques, Standardized Tests, and Developmental Checklists in Child Assessment,The Role of the Family in Child Observation and Assessment – Interview Techniques (Parent Interviews, Child Interviews, Home Visits),Assessment Documents in the MoNE MAARİF Preschool Curriculum: Monthly Evaluation Forms, Skill Observation Forms, and Skill Acquisition Reports,Portfolio Preparation and Presentation Processes as a Technique in Child Assessment,Methods and Documentation for Child Assessment in Different Programs and Approaches,Review and Evaluation of Student Work. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the purpose, importance and principles of recognizing and evaluating the child. | 16, 19, 9 | A |
| Compares the evaluation processes of children according to age and developmental areas in early childhood. | 16, 9 | A |
| Compares different methods and their features in recognizing and evaluating children. | 13, 16, 9 | A |
| Discusses the role and importance of family in recognizing and evaluating children. | 10, 13, 9 | A |
| Interprets his/her own observation notes in an age-appropriate way. | 14, 16, 6 | E |
| Integrates various observation and assessment techniques in child evaluation and pedagogically interprets the collected data. | 10, 11, 12, 13, 4, 6, 9 | B, E |
| Strategically employs art, play, and other activity domains in child assessment to construct developmental profiles. | 11, 13, 16, 18, 30, 31, 9 | B, E, H |
| Effectively utilizes pedagogical documentation tools such as portfolios, anecdotal records, and observation forms in child assessment and prepares presentations. | 10, 11, 13, 14, 16, 31, 6, 9 | E, I, K |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 30: Predict-Observe-Explain Techniques, 31: Storytelling Techniques, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, E: Homework, H: Performance Task, I: Portfolio Task, K: Self Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course: The Importance, Purpose, and Scope of Child Observation and Assessment | Conduct literature review on the topic. Prepare a visual and digital material-based presentation for all weeks. |
| 2 | The Importance and Principles of Child Observation and Assessment, and the Role of the Educator in the Process | Prepare case studies and sample incident data. |
| 3 | Assessing Children in Early Childhood According to Age and Developmental Domains (36–48 Months, 48–60 Months, 60–72 Months) | Review the adaptations of the MAARİF Preschool Curriculum according to age groups. |
| 4 | Assessment Processes, Documents, and Methods in the MAARİF Preschool Curriculum | Examine the program and collect sample documents. |
| 5 | Classification of Child Observation and Assessment Methods, Observation Techniques, and Reporting | Conduct related readings and compile examples. |
| 6 | Anecdotal Records, Informal Records, Checklists, and Data-Based Assessment Methods in Child Observation and Assessment | ECompile and review examples of pedagogical documentation. |
| 7 | Assessing Children Through Play | Collect relevant application videos. |
| 8 | Assessing Children Through Drawing and Art | Compile relevant examples and design an application worksheet. |
| 9 | Projective Techniques, Standardized Tests, and Developmental Checklists in Child Assessment | Readings related the subject. Compile relevant examples. |
| 10 | The Role of the Family in Child Observation and Assessment – Interview Techniques (Parent Interviews, Child Interviews, Home Visits) | Collect sample physical and digital data. Design a role-play scenario based on drama techniques. |
| 11 | Assessment Documents in the MoNE MAARİF Preschool Curriculum: Monthly Evaluation Forms, Skill Observation Forms, and Skill Acquisition Reports | Examine the MoNE MAARİF Preschool Curriculum documents and prepare/compile applied examples. |
| 12 | Portfolio Preparation and Presentation Processes as a Technique in Child Assessment | Review and compile physical and digital examples. |
| 13 | Methods and Documentation for Child Assessment in Different Programs and Approaches | Review examples of pedagogical documentation. |
| 14 | Review and Evaluation of Student Work | Collect examples of student work and discuss them in class. |
| Resources |
| Maarif Okulöncesi Programı (MEB, 2024) MCafee, O. & Leong, D.J. (2012). Assessment and support of development and learning in early childhood (Translation Editor: Birsen Ekinci Palut). Ankara: Nobel Publications, Yavuzer, H. (2016). Children with their pictures. Istanbul: Remzi Bookstore, Child Recognition and Assessment (Techniques and Current Measurement Tools Used in Early Childhood). Editors: Rengin Zembat, Hilal İlknur Tunçeli. 2022. Nobel Academy Publishing, Kuru, N., & Akman, B. (2019). Pedagogical documentation as a child recognition and evaluation tool. Journal of Theoretical Educational Science, 12(3), 935-949. |
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 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 12 | 12 | |||
| Term Project | 2 | 6 | 12 | |||
| Presentation of Project / Seminar | 1 | 6 | 6 | |||
| 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 |
|---|---|---|---|---|---|
| CHILDREN'S RECOGNITION and EVALUATION | OÖ3111055 | 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 | Assist.Prof. Tuğba DURAK DEMİRHAN |
| Name of Lecturer(s) | Assist.Prof. Tuğba DURAK DEMİRHAN |
| Assistant(s) | |
| Aim | This course aims to provide knowledge and insight into the meaning, purpose, significance, and principles of child observation and assessment; the various methods and approaches used in recognizing and assessing children during early childhood; and the key considerations in the planning, implementation, interpretation, and reporting of data obtained through these methods and approaches. |
| Course Content | This course contains; Introduction to the Course: The Importance, Purpose, and Scope of Child Observation and Assessment,The Importance and Principles of Child Observation and Assessment, and the Role of the Educator in the Process ,Assessing Children in Early Childhood According to Age and Developmental Domains (36–48 Months, 48–60 Months, 60–72 Months),Assessment Processes, Documents, and Methods in the MAARİF Preschool Curriculum,Classification of Child Observation and Assessment Methods, Observation Techniques, and Reporting,Anecdotal Records, Informal Records, Checklists, and Data-Based Assessment Methods in Child Observation and Assessment,Assessing Children Through Play,Assessing Children Through Drawing and Art,Projective Techniques, Standardized Tests, and Developmental Checklists in Child Assessment,The Role of the Family in Child Observation and Assessment – Interview Techniques (Parent Interviews, Child Interviews, Home Visits),Assessment Documents in the MoNE MAARİF Preschool Curriculum: Monthly Evaluation Forms, Skill Observation Forms, and Skill Acquisition Reports,Portfolio Preparation and Presentation Processes as a Technique in Child Assessment,Methods and Documentation for Child Assessment in Different Programs and Approaches,Review and Evaluation of Student Work. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the purpose, importance and principles of recognizing and evaluating the child. | 16, 19, 9 | A |
| Compares the evaluation processes of children according to age and developmental areas in early childhood. | 16, 9 | A |
| Compares different methods and their features in recognizing and evaluating children. | 13, 16, 9 | A |
| Discusses the role and importance of family in recognizing and evaluating children. | 10, 13, 9 | A |
| Interprets his/her own observation notes in an age-appropriate way. | 14, 16, 6 | E |
| Integrates various observation and assessment techniques in child evaluation and pedagogically interprets the collected data. | 10, 11, 12, 13, 4, 6, 9 | B, E |
| Strategically employs art, play, and other activity domains in child assessment to construct developmental profiles. | 11, 13, 16, 18, 30, 31, 9 | B, E, H |
| Effectively utilizes pedagogical documentation tools such as portfolios, anecdotal records, and observation forms in child assessment and prepares presentations. | 10, 11, 13, 14, 16, 31, 6, 9 | E, I, K |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 30: Predict-Observe-Explain Techniques, 31: Storytelling Techniques, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, E: Homework, H: Performance Task, I: Portfolio Task, K: Self Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course: The Importance, Purpose, and Scope of Child Observation and Assessment | Conduct literature review on the topic. Prepare a visual and digital material-based presentation for all weeks. |
| 2 | The Importance and Principles of Child Observation and Assessment, and the Role of the Educator in the Process | Prepare case studies and sample incident data. |
| 3 | Assessing Children in Early Childhood According to Age and Developmental Domains (36–48 Months, 48–60 Months, 60–72 Months) | Review the adaptations of the MAARİF Preschool Curriculum according to age groups. |
| 4 | Assessment Processes, Documents, and Methods in the MAARİF Preschool Curriculum | Examine the program and collect sample documents. |
| 5 | Classification of Child Observation and Assessment Methods, Observation Techniques, and Reporting | Conduct related readings and compile examples. |
| 6 | Anecdotal Records, Informal Records, Checklists, and Data-Based Assessment Methods in Child Observation and Assessment | ECompile and review examples of pedagogical documentation. |
| 7 | Assessing Children Through Play | Collect relevant application videos. |
| 8 | Assessing Children Through Drawing and Art | Compile relevant examples and design an application worksheet. |
| 9 | Projective Techniques, Standardized Tests, and Developmental Checklists in Child Assessment | Readings related the subject. Compile relevant examples. |
| 10 | The Role of the Family in Child Observation and Assessment – Interview Techniques (Parent Interviews, Child Interviews, Home Visits) | Collect sample physical and digital data. Design a role-play scenario based on drama techniques. |
| 11 | Assessment Documents in the MoNE MAARİF Preschool Curriculum: Monthly Evaluation Forms, Skill Observation Forms, and Skill Acquisition Reports | Examine the MoNE MAARİF Preschool Curriculum documents and prepare/compile applied examples. |
| 12 | Portfolio Preparation and Presentation Processes as a Technique in Child Assessment | Review and compile physical and digital examples. |
| 13 | Methods and Documentation for Child Assessment in Different Programs and Approaches | Review examples of pedagogical documentation. |
| 14 | Review and Evaluation of Student Work | Collect examples of student work and discuss them in class. |
| Resources |
| Maarif Okulöncesi Programı (MEB, 2024) MCafee, O. & Leong, D.J. (2012). Assessment and support of development and learning in early childhood (Translation Editor: Birsen Ekinci Palut). Ankara: Nobel Publications, Yavuzer, H. (2016). Children with their pictures. Istanbul: Remzi Bookstore, Child Recognition and Assessment (Techniques and Current Measurement Tools Used in Early Childhood). Editors: Rengin Zembat, Hilal İlknur Tunçeli. 2022. Nobel Academy Publishing, Kuru, N., & Akman, B. (2019). Pedagogical documentation as a child recognition and evaluation tool. Journal of Theoretical Educational Science, 12(3), 935-949. |
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 | |