Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PLAY in EARLY CHILDHOOD | OÖ2115781 | Fall Semester | 3+0 | 3 | 6 |
| 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 | The aim of this course is to examine the theoretical foundations, developmental functions, and educational role of play in early childhood, and to enhance students’ competencies in designing and implementing play-based instruction. |
| Course Content | This course contains; Definition, Functions, and Characteristics of Play,The History of Play, Its Place and Importance in Early Childhood,Play Development in Early Childhood, Play Education, Methods, Techniques, and Theoretical ,The Impact of Play on Children’s Developmental Domains,Types of Play, and the Roles of Teachers in Play and Play Education,Play Design: Principles and Methods,Designing Play for Specific Domains (Mathematics, Language, Science, Social Studies, Art, Movement, and Music),Play as a Technique for Understanding the Child and as a Therapeutic Method,Assessment Methods through Play,Play Materials and Toys,Integrating Play into the Maarif Model Domains and Developing Skills to Incorporate Play into Educational Plans, Digital Games and Their Use in Education (Artificial Intelligence and Web 2.0 Tools), Play Education and Children’s Rights – Family-Engaged Play (The Role of Play in Parent-Child Interaction),Examination of Games Designed by Students. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students explain the definition, functions, and key characteristics of play. | 10, 16, 9 | B |
| Students analyze the history of play and its importance in early childhood. | 10, 14, 9 | B |
| Students apply play development knowledge and methods, techniques, and theoretical approaches in early childhood education. | 15, 34, 5 | B, H |
| Students evaluate and explain the impact of play on children’s developmental domains using examples. | 10, 13, 14, 22, 30 | B |
| Students identify types of play and demonstrate the teacher’s role in play-based education. | 10, 13, 15, 30, 9 | B |
| Students apply principles of play design and create play activities for different learning domains. | 11, 15, 34, 36, 5, 6 | F, H |
| Students gain awareness of the use of play for understanding children and for therapeutic purposes. | 10, 12, 13, 14, 15, 16, 19, 9 | E |
| Students implement assessment methods through play and select appropriate play materials. | 11, 13, 6 | H, J |
| Students design and implement digital games and Web 2.0 tools in educational activities. | 11, 14, 16, 34, 37 | F |
| Students plan and implement play-based education within the context of children’s rights and family engagement. | 15, 31, 34, 36, 6 | E, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 22: Knowledge Map Technique, 30: Predict-Observe-Explain Techniques, 31: Storytelling Techniques, 34: Educational Game Techniques , 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework, F: Project Task, H: Performance Task, J: Peer Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition, Functions, and Characteristics of Play | Read key articles from the field literature, compile short videos illustrating definitions of play in different cultures, and prepare a concept map for the class.Icebreaker and group games are designed for classroom implementation, and the necessary materials are prepared in sufficient quantity. |
| 2 | The History of Play, Its Place and Importance in Early Childhood | Summarize academic sources on the history of play, collect photographs and illustrations of play from different eras, and watch a short documentary on play in early childhood. |
| 3 | Play Development in Early Childhood, Play Education, Methods, Techniques, and Theoretical | The theories of play by theorists (Piaget, Vygotsky, Parten) are researched, a table on play development is prepared, and a presentation consisting of effective visuals is created. |
| 4 | The Impact of Play on Children’s Developmental Domains | Read an academic article on the contributions of play to physical, cognitive, language, and socio-emotional development, and select one play example for each domain to briefly present. |
| 5 | Types of Play, and the Roles of Teachers in Play and Play Education | Examples of play types (dramatic, rule-based, constructive, free play, etc.) are researched, sample games are planned for classroom implementation and materials are prepared in sufficient quantity, and videos demonstrating the teacher’s role in play are examined. |
| 6 | Play Design: Principles and Methods | Sample activities and design plans on play design are examined, students are grouped according to specific domains, and each group is assigned to design a play for its respective domain. Students prepare their own play design ideas, and sample games are played in class. |
| 7 | Designing Play for Specific Domains (Mathematics, Language, Science, Social Studies, Art, Movement, and Music) | Short videos featuring examples of play in the relevant domain are compiled. The games prepared by the students are played and evaluated in class, with one group presenting each week. |
| 8 | Play as a Technique for Understanding the Child and as a Therapeutic Method | Preparation (EN): Read a key article on play therapy, review videos of therapeutic play, and collect case examples illustrating the role of play in understanding children’s behavior. |
| 9 | Assessment Methods through Play | If possible, a play therapist is invited to the class. Sample play observation forms are examined, and different assessment techniques and portfolio examples are shared with the students. |
| 10 | Play Materials and Toys | Examples of toy types are examined in class, educationally designed materials are reviewed, resources and examples related to toy design using sustainable materials are studied, and each student brings a toy they have designed. |
| 11 | Integrating Play into the Maarif Model Domains and Developing Skills to Incorporate Play into Educational Plans | The Maarif Preschool Education Program is reviewed, play integration is demonstrated through sample lesson plans, examples of play activities in the learning process are compiled from sample Maarif plans, and students prepare their own draft play lesson plans. |
| 12 | Digital Games and Their Use in Education (Artificial Intelligence and Web 2.0 Tools) | Examples prepared using relevant Web 2.0 and artificial intelligence tools are compiled, and a sample application is conducted during the class. |
| 13 | Play Education and Children’s Rights – Family-Engaged Play (The Role of Play in Parent-Child Interaction) | Review UNICEF reports on children’s rights and the right to play, research examples of family-engaged play, and prepare to share a play experience with family members in class. |
| 14 | Examination of Games Designed by Students | Students design their own games and prepare them with written and visual materials. They share the visuals they have prepared for their game designs online in class. These materials are reviewed and feedback is provided, and real-time assessment and feedback are given during classroom activities. |
| Resources |
| Aral, N., Gürsoy, F., & Köksal, A. (2001). Play in preschool education. İstanbul: Ya-Pa Publishing & Marketing Co., Kaptan Ofset. Durualp, E., & Aral, N. (2014). Development and types of play. In A. B. Aksoy (Ed.), Preschool education in all aspects, Vol. 3 (pp. 231–254). Ankara: Hedef CS Publishing. Maden-Ellialtıoğlu, F. (2005). Play and play examples in early childhood. İstanbul: Ya-Pa Publishing & Marketing Co. Sevinç, M. (2004). Play in early childhood development and education. İstanbul: Morpa Cultural Publishing. Seyrek, H., & Sun, M. (2005). Play in preschool education. İzmir: Müzik Eserleri Publishing. Tuğrul, B. (2014). The power of play. In A. B. Aksoy (Ed.), Play (pp. 3–24). Ankara: Hedef Publishing. International Sources (Books): Frost, J. L., Wortham, S. C., & Reifel, S. (2012). Play and child development (4th ed.). Boston, MA: Pearson. Smith, P. K. (2010). Children and play: Understanding children’s worlds. Chichester: Wiley-Blackwell. Wood, E., & Attfield, J. (2005). Play, learning and the early childhood curriculum (2nd ed.). London: Paul Chapman Publishing. Moyles, J. (2015). The excellence of play (4th ed.). Maidenhead: Open University Press. Fromberg, D. P., & Bergen, D. (2006). Play from birth to twelve: Contexts, perspectives, and meanings (2nd ed.). New York, NY: Routledge. |
| Lecture Notes and Presentations Curriculum and Activity Plan Outlines Sample Images and Multimedia Resources Articals Aşkar, N. (2023). An investigation of the changes in children’s play behaviors and executive function skills through open-ended materials [Unpublished doctoral dissertation]. Hacettepe University. Karaoğlu, S. (2020). The pedagogical importance of play in the early childhood curriculum and the role of the play environment in children’s development and learning. Erciyes Journal of Education, 4(2), 18–34. Özyürek, A. (2022). Child development specialists’ and teachers’ views on the use of play and play materials. International Journal of Early Childhood Education Studies, 7(1), 1–19. Yılmaz, A., & Pala, Ş. (2019). Views of children in early childhood on the concept of play. Pegem Journal of Education and Instruction, 9(3), 945–978. Ayan, S. (n.d.). Play in early childhood. Ondokuz Mayıs University, AVYS Document. International Sources Alharbi, M. O., & Alzahrani, M. M. (2020). The importance of learning through play in early childhood education: Reflection on the “Bold Beginnings” report. International Journal of the Whole Child, 5(1), 4–15. Courtois, S. L. (2024). Learning through play in Global Majority countries. Early Child Development and Care, 194(3), 1–15. Kakembo, A. A. (2024). The role of play in early childhood education: Balancing fun and learning. Research Journal of Education, 10(2), 45–58. Miller, P. (2022). Time spent playing predicts early reading and math skills. Frontiers in Psychology, 13, 875321. Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school: A framework for policy and practice. Frontiers in Education, 7, 751801. |
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. | 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. | ||||||
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 | 2 | 18 | 36 | |||
| Term Project | 2 | 10 | 20 | |||
| Presentation of Project / Seminar | 6 | 3 | 18 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 4 | 5 | 20 | |||
| General Exam | 13 | 2 | 26 | |||
| Performance Task, Maintenance Plan | 6 | 3 | 18 | |||
| Total Workload(Hour) | 180 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(180/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| PLAY in EARLY CHILDHOOD | OÖ2115781 | Fall Semester | 3+0 | 3 | 6 |
| 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 | The aim of this course is to examine the theoretical foundations, developmental functions, and educational role of play in early childhood, and to enhance students’ competencies in designing and implementing play-based instruction. |
| Course Content | This course contains; Definition, Functions, and Characteristics of Play,The History of Play, Its Place and Importance in Early Childhood,Play Development in Early Childhood, Play Education, Methods, Techniques, and Theoretical ,The Impact of Play on Children’s Developmental Domains,Types of Play, and the Roles of Teachers in Play and Play Education,Play Design: Principles and Methods,Designing Play for Specific Domains (Mathematics, Language, Science, Social Studies, Art, Movement, and Music),Play as a Technique for Understanding the Child and as a Therapeutic Method,Assessment Methods through Play,Play Materials and Toys,Integrating Play into the Maarif Model Domains and Developing Skills to Incorporate Play into Educational Plans, Digital Games and Their Use in Education (Artificial Intelligence and Web 2.0 Tools), Play Education and Children’s Rights – Family-Engaged Play (The Role of Play in Parent-Child Interaction),Examination of Games Designed by Students. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students explain the definition, functions, and key characteristics of play. | 10, 16, 9 | B |
| Students analyze the history of play and its importance in early childhood. | 10, 14, 9 | B |
| Students apply play development knowledge and methods, techniques, and theoretical approaches in early childhood education. | 15, 34, 5 | B, H |
| Students evaluate and explain the impact of play on children’s developmental domains using examples. | 10, 13, 14, 22, 30 | B |
| Students identify types of play and demonstrate the teacher’s role in play-based education. | 10, 13, 15, 30, 9 | B |
| Students apply principles of play design and create play activities for different learning domains. | 11, 15, 34, 36, 5, 6 | F, H |
| Students gain awareness of the use of play for understanding children and for therapeutic purposes. | 10, 12, 13, 14, 15, 16, 19, 9 | E |
| Students implement assessment methods through play and select appropriate play materials. | 11, 13, 6 | H, J |
| Students design and implement digital games and Web 2.0 tools in educational activities. | 11, 14, 16, 34, 37 | F |
| Students plan and implement play-based education within the context of children’s rights and family engagement. | 15, 31, 34, 36, 6 | E, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 22: Knowledge Map Technique, 30: Predict-Observe-Explain Techniques, 31: Storytelling Techniques, 34: Educational Game Techniques , 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework, F: Project Task, H: Performance Task, J: Peer Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition, Functions, and Characteristics of Play | Read key articles from the field literature, compile short videos illustrating definitions of play in different cultures, and prepare a concept map for the class.Icebreaker and group games are designed for classroom implementation, and the necessary materials are prepared in sufficient quantity. |
| 2 | The History of Play, Its Place and Importance in Early Childhood | Summarize academic sources on the history of play, collect photographs and illustrations of play from different eras, and watch a short documentary on play in early childhood. |
| 3 | Play Development in Early Childhood, Play Education, Methods, Techniques, and Theoretical | The theories of play by theorists (Piaget, Vygotsky, Parten) are researched, a table on play development is prepared, and a presentation consisting of effective visuals is created. |
| 4 | The Impact of Play on Children’s Developmental Domains | Read an academic article on the contributions of play to physical, cognitive, language, and socio-emotional development, and select one play example for each domain to briefly present. |
| 5 | Types of Play, and the Roles of Teachers in Play and Play Education | Examples of play types (dramatic, rule-based, constructive, free play, etc.) are researched, sample games are planned for classroom implementation and materials are prepared in sufficient quantity, and videos demonstrating the teacher’s role in play are examined. |
| 6 | Play Design: Principles and Methods | Sample activities and design plans on play design are examined, students are grouped according to specific domains, and each group is assigned to design a play for its respective domain. Students prepare their own play design ideas, and sample games are played in class. |
| 7 | Designing Play for Specific Domains (Mathematics, Language, Science, Social Studies, Art, Movement, and Music) | Short videos featuring examples of play in the relevant domain are compiled. The games prepared by the students are played and evaluated in class, with one group presenting each week. |
| 8 | Play as a Technique for Understanding the Child and as a Therapeutic Method | Preparation (EN): Read a key article on play therapy, review videos of therapeutic play, and collect case examples illustrating the role of play in understanding children’s behavior. |
| 9 | Assessment Methods through Play | If possible, a play therapist is invited to the class. Sample play observation forms are examined, and different assessment techniques and portfolio examples are shared with the students. |
| 10 | Play Materials and Toys | Examples of toy types are examined in class, educationally designed materials are reviewed, resources and examples related to toy design using sustainable materials are studied, and each student brings a toy they have designed. |
| 11 | Integrating Play into the Maarif Model Domains and Developing Skills to Incorporate Play into Educational Plans | The Maarif Preschool Education Program is reviewed, play integration is demonstrated through sample lesson plans, examples of play activities in the learning process are compiled from sample Maarif plans, and students prepare their own draft play lesson plans. |
| 12 | Digital Games and Their Use in Education (Artificial Intelligence and Web 2.0 Tools) | Examples prepared using relevant Web 2.0 and artificial intelligence tools are compiled, and a sample application is conducted during the class. |
| 13 | Play Education and Children’s Rights – Family-Engaged Play (The Role of Play in Parent-Child Interaction) | Review UNICEF reports on children’s rights and the right to play, research examples of family-engaged play, and prepare to share a play experience with family members in class. |
| 14 | Examination of Games Designed by Students | Students design their own games and prepare them with written and visual materials. They share the visuals they have prepared for their game designs online in class. These materials are reviewed and feedback is provided, and real-time assessment and feedback are given during classroom activities. |
| Resources |
| Aral, N., Gürsoy, F., & Köksal, A. (2001). Play in preschool education. İstanbul: Ya-Pa Publishing & Marketing Co., Kaptan Ofset. Durualp, E., & Aral, N. (2014). Development and types of play. In A. B. Aksoy (Ed.), Preschool education in all aspects, Vol. 3 (pp. 231–254). Ankara: Hedef CS Publishing. Maden-Ellialtıoğlu, F. (2005). Play and play examples in early childhood. İstanbul: Ya-Pa Publishing & Marketing Co. Sevinç, M. (2004). Play in early childhood development and education. İstanbul: Morpa Cultural Publishing. Seyrek, H., & Sun, M. (2005). Play in preschool education. İzmir: Müzik Eserleri Publishing. Tuğrul, B. (2014). The power of play. In A. B. Aksoy (Ed.), Play (pp. 3–24). Ankara: Hedef Publishing. International Sources (Books): Frost, J. L., Wortham, S. C., & Reifel, S. (2012). Play and child development (4th ed.). Boston, MA: Pearson. Smith, P. K. (2010). Children and play: Understanding children’s worlds. Chichester: Wiley-Blackwell. Wood, E., & Attfield, J. (2005). Play, learning and the early childhood curriculum (2nd ed.). London: Paul Chapman Publishing. Moyles, J. (2015). The excellence of play (4th ed.). Maidenhead: Open University Press. Fromberg, D. P., & Bergen, D. (2006). Play from birth to twelve: Contexts, perspectives, and meanings (2nd ed.). New York, NY: Routledge. |
| Lecture Notes and Presentations Curriculum and Activity Plan Outlines Sample Images and Multimedia Resources Articals Aşkar, N. (2023). An investigation of the changes in children’s play behaviors and executive function skills through open-ended materials [Unpublished doctoral dissertation]. Hacettepe University. Karaoğlu, S. (2020). The pedagogical importance of play in the early childhood curriculum and the role of the play environment in children’s development and learning. Erciyes Journal of Education, 4(2), 18–34. Özyürek, A. (2022). Child development specialists’ and teachers’ views on the use of play and play materials. International Journal of Early Childhood Education Studies, 7(1), 1–19. Yılmaz, A., & Pala, Ş. (2019). Views of children in early childhood on the concept of play. Pegem Journal of Education and Instruction, 9(3), 945–978. Ayan, S. (n.d.). Play in early childhood. Ondokuz Mayıs University, AVYS Document. International Sources Alharbi, M. O., & Alzahrani, M. M. (2020). The importance of learning through play in early childhood education: Reflection on the “Bold Beginnings” report. International Journal of the Whole Child, 5(1), 4–15. Courtois, S. L. (2024). Learning through play in Global Majority countries. Early Child Development and Care, 194(3), 1–15. Kakembo, A. A. (2024). The role of play in early childhood education: Balancing fun and learning. Research Journal of Education, 10(2), 45–58. Miller, P. (2022). Time spent playing predicts early reading and math skills. Frontiers in Psychology, 13, 875321. Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school: A framework for policy and practice. Frontiers in Education, 7, 751801. |
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. | 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |