Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CURRICULUM in EARLY CHILDHOOD | OÖ2276050 | Spring Semester | 3+0 | 3 | 5 |
| 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 provides an academic examination of key concepts in curriculum, programs, and educational approaches, offering a general overview of early childhood curricula and approaches. It covers the objectives and principles of program development for the early childhood period, and critically analyzes internationally implemented preschool education approaches such as Montessori, Waldorf, Reggio Emilia, Head Start, High Scope, Bank Street, Forest Schools, Mobile Preschools, Parent Schools, and Home Schooling. The course also explores the historical development of preschool programs in Turkey and introduces the Turkey Century Maarif Model Preschool Program. The structure and components of the Maarif Model Preschool Program are examined, with a focus on domain-specific skills. The course investigates the learning outcomes and sub-outcomes for Turkish language skills within the Maarif Model Preschool Program and provides guidance for planning example activities. Students learn to prepare monthly and daily lesson plans and to design learning environments and learning centers in accordance with the program. Further, the course examines learning outcomes and sub-outcomes in the domains of mathematics and science, movement and health, social skills, art, and music, accompanied by the planning of example activities. Social-emotional learning skills, conceptual skills, dispositions, and the Virtue-Value-Action Model within the program are also addressed. Additionally, students gain experience in understanding, assessing, and reporting on children within the Maarif Model Preschool Program. The course includes the review and evaluation of monthly and daily lesson plans prepared individually and in groups by students, as well as the assessment of student-designed learning centers. |
| Course Content | This course contains; Curriculum, Program, and Approach Concepts; An Overview of Early Childhood Programs and Approaches; Objectives and Principles of Program Development for Early Childhood.,Academic examination of internationally implemented preschool education approaches, including Montessori, Waldorf, Reggio Emilia, Head Start, High Scope, Bank Street, Forest Schools, Mobile Preschools, Parent Schools, and Home Schooling. ,Historical examination of preschool programs implemented in Turkey and introduction to the Turkey Century Maarif Model Preschool Program.,Examination of the sections and structure of the Maarif Model Preschool Program; General review of domain-specific skills. ,Examination of learning outcomes and sub-outcomes for Turkish Language Skills within the Maarif Model Preschool Program, and planning of sample activities.,Planning in the Maarif Model Preschool Program: Developing Monthly and Daily Lesson Plans.,Learning Environments and Learning Centers in the Maarif Model Preschool Program.,Examination of learning outcomes and sub-outcomes for Mathematics and Science Skills in the Maarif Model Preschool Program, and planning of sample activities.,Examination of learning outcomes and sub-outcomes for Movement, Health, and Social Skills in the Maarif Model Preschool Program, and planning of sample activities.,Examination of learning outcomes and sub-outcomes for Art and Music Skills in the Maarif Model Preschool Program, and planning of sample activities.,Social-Emotional Learning Skills, Conceptual Skills, Dispositions, and the Virtue-Value-Action Model in the Maarif Model Preschool Program.,Child Observation, Assessment, and Reporting in the Maarif Model Preschool Program.,Review of monthly and daily lesson plans prepared individually and in groups by students in the Maarif Model Preschool Program.,Examination and evaluation of learning centers prepared by students.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Recognizes programs designed for children aged 0–36 months. | 14, 9 | A, E, H |
| Recognizes programs designed for children aged 36–72 months | 14, 9 | A, E, H, K |
| Discusses the evolving characteristics of the national preschool education program in light of recent updates and revisions. | 10 | A, E |
| Plans activities aligned with the current preschool education program. | 14, 16, 6, 9 | E, H |
| Explains the principles underlying the preschool education program. | 1, 14, 16, 22, 26, 9 | B, H |
| Identifies and understands the different types of activities in early childhood education. | 11, 14, 33, 5, 9 | B, F, H |
| Implements lesson plans in accordance with the preschool education program. | 11, 14, 15, 16, 18, 36, 6, 9 | E, H, I |
| Evaluates activity plans designed for early childhood education programs. | 14, 16, 19, 30, 6, 9 | A, E, H |
| Can create Learning Centers focused on designated domains or based on open thematic areas. | 11, 13, 14, 6, 9 | B, E, F |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 22: Knowledge Map Technique, 26: Teaching Sheets Technique, 30: Predict-Observe-Explain Techniques, 33: Station Technique , 36: Peer Teaching Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, E: Homework, F: Project Task, H: Performance Task, I: Portfolio Task, K: Self Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Curriculum, Program, and Approach Concepts; An Overview of Early Childhood Programs and Approaches; Objectives and Principles of Program Development for Early Childhood. | Conduct literature review, develop examples, and prepare a related presentation. |
| 2 | Academic examination of internationally implemented preschool education approaches, including Montessori, Waldorf, Reggio Emilia, Head Start, High Scope, Bank Street, Forest Schools, Mobile Preschools, Parent Schools, and Home Schooling. | Conduct literature review, develop examples, and prepare a related presentation. |
| 3 | Historical examination of preschool programs implemented in Turkey and introduction to the Turkey Century Maarif Model Preschool Program. | Conduct literature review, review relevant sections from the updated National Preschool Education Program and the Maarif Model Preschool Education Program, and prepare a presentation with examples. |
| 4 | Examination of the sections and structure of the Maarif Model Preschool Program; General review of domain-specific skills. | Review the relevant sections of the Maarif Model Preschool Program and prepare a presentation with examples. |
| 5 | Examination of learning outcomes and sub-outcomes for Turkish Language Skills within the Maarif Model Preschool Program, and planning of sample activities. | Review the Turkish Language domain of the Maarif Model Preschool Program and prepare a presentation with comparative examples. |
| 6 | Planning in the Maarif Model Preschool Program: Developing Monthly and Daily Lesson Plans. | Review sample monthly and daily lesson plan drafts from the Maarif Model Preschool Program and prepare a presentation with examples. |
| 7 | Learning Environments and Learning Centers in the Maarif Model Preschool Program. | Review the learning centers section, prepare a presentation with practical examples, and compile sample images and videos. |
| 8 | Examination of learning outcomes and sub-outcomes for Mathematics and Science Skills in the Maarif Model Preschool Program, and planning of sample activities. | Pre-class preparation: Review Mathematics and Science domains, prepare a presentation with practical examples, create examples for daily lesson plans, and compile sample images and videos. |
| 9 | Examination of learning outcomes and sub-outcomes for Movement, Health, and Social Skills in the Maarif Model Preschool Program, and planning of sample activities. | Pre-class preparation: Review the Movement, Health, and Social Skills domain, prepare a presentation with practical examples, create examples for daily lesson plans, and compile sample images and videos. |
| 10 | Examination of learning outcomes and sub-outcomes for Art and Music Skills in the Maarif Model Preschool Program, and planning of sample activities. | Review the Art and Music domains, prepare a presentation with practical examples, create examples for daily lesson plans, and compile sample images and videos. |
| 11 | Social-Emotional Learning Skills, Conceptual Skills, Dispositions, and the Virtue-Value-Action Model in the Maarif Model Preschool Program. | Review the relevant sections, prepare a presentation with practical examples, create examples for daily lesson plans, and compile sample images and videos. |
| 12 | Child Observation, Assessment, and Reporting in the Maarif Model Preschool Program. | Review the sections on child observation, assessment, and reporting; prepare a presentation with practical examples, and compile sample assessment forms. |
| 13 | Review of monthly and daily lesson plans prepared individually and in groups by students in the Maarif Model Preschool Program. | Prepare a checklist of key points for lesson plan writing. |
| 14 | Examination and evaluation of learning centers prepared by students. | Conduct a preliminary assessment of the student-created learning centers. |
| Resources |
| Maarif Model Preschool Education Program (2025) Updated Ministry of National Education Preschool Education Program (2024) Ministry of National Education Preschool Education Program (2013) – Lecture Notes and Presentations Draft Lesson Plans Sample Images and Videos |
| Lecture Notes and Presentations Curriculum and Activity Plan Outlines Sample Images and Multimedia Resources Articals |
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 | 3 | 6 | |||
| Term Project | 7 | 1 | 7 | |||
| Presentation of Project / Seminar | 5 | 5 | 25 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 22 | 22 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 5 | 4 | 20 | |||
| Total Workload(Hour) | 150 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(150/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| CURRICULUM in EARLY CHILDHOOD | OÖ2276050 | Spring Semester | 3+0 | 3 | 5 |
| 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 provides an academic examination of key concepts in curriculum, programs, and educational approaches, offering a general overview of early childhood curricula and approaches. It covers the objectives and principles of program development for the early childhood period, and critically analyzes internationally implemented preschool education approaches such as Montessori, Waldorf, Reggio Emilia, Head Start, High Scope, Bank Street, Forest Schools, Mobile Preschools, Parent Schools, and Home Schooling. The course also explores the historical development of preschool programs in Turkey and introduces the Turkey Century Maarif Model Preschool Program. The structure and components of the Maarif Model Preschool Program are examined, with a focus on domain-specific skills. The course investigates the learning outcomes and sub-outcomes for Turkish language skills within the Maarif Model Preschool Program and provides guidance for planning example activities. Students learn to prepare monthly and daily lesson plans and to design learning environments and learning centers in accordance with the program. Further, the course examines learning outcomes and sub-outcomes in the domains of mathematics and science, movement and health, social skills, art, and music, accompanied by the planning of example activities. Social-emotional learning skills, conceptual skills, dispositions, and the Virtue-Value-Action Model within the program are also addressed. Additionally, students gain experience in understanding, assessing, and reporting on children within the Maarif Model Preschool Program. The course includes the review and evaluation of monthly and daily lesson plans prepared individually and in groups by students, as well as the assessment of student-designed learning centers. |
| Course Content | This course contains; Curriculum, Program, and Approach Concepts; An Overview of Early Childhood Programs and Approaches; Objectives and Principles of Program Development for Early Childhood.,Academic examination of internationally implemented preschool education approaches, including Montessori, Waldorf, Reggio Emilia, Head Start, High Scope, Bank Street, Forest Schools, Mobile Preschools, Parent Schools, and Home Schooling. ,Historical examination of preschool programs implemented in Turkey and introduction to the Turkey Century Maarif Model Preschool Program.,Examination of the sections and structure of the Maarif Model Preschool Program; General review of domain-specific skills. ,Examination of learning outcomes and sub-outcomes for Turkish Language Skills within the Maarif Model Preschool Program, and planning of sample activities.,Planning in the Maarif Model Preschool Program: Developing Monthly and Daily Lesson Plans.,Learning Environments and Learning Centers in the Maarif Model Preschool Program.,Examination of learning outcomes and sub-outcomes for Mathematics and Science Skills in the Maarif Model Preschool Program, and planning of sample activities.,Examination of learning outcomes and sub-outcomes for Movement, Health, and Social Skills in the Maarif Model Preschool Program, and planning of sample activities.,Examination of learning outcomes and sub-outcomes for Art and Music Skills in the Maarif Model Preschool Program, and planning of sample activities.,Social-Emotional Learning Skills, Conceptual Skills, Dispositions, and the Virtue-Value-Action Model in the Maarif Model Preschool Program.,Child Observation, Assessment, and Reporting in the Maarif Model Preschool Program.,Review of monthly and daily lesson plans prepared individually and in groups by students in the Maarif Model Preschool Program.,Examination and evaluation of learning centers prepared by students.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Recognizes programs designed for children aged 0–36 months. | 14, 9 | A, E, H |
| Recognizes programs designed for children aged 36–72 months | 14, 9 | A, E, H, K |
| Discusses the evolving characteristics of the national preschool education program in light of recent updates and revisions. | 10 | A, E |
| Plans activities aligned with the current preschool education program. | 14, 16, 6, 9 | E, H |
| Explains the principles underlying the preschool education program. | 1, 14, 16, 22, 26, 9 | B, H |
| Identifies and understands the different types of activities in early childhood education. | 11, 14, 33, 5, 9 | B, F, H |
| Implements lesson plans in accordance with the preschool education program. | 11, 14, 15, 16, 18, 36, 6, 9 | E, H, I |
| Evaluates activity plans designed for early childhood education programs. | 14, 16, 19, 30, 6, 9 | A, E, H |
| Can create Learning Centers focused on designated domains or based on open thematic areas. | 11, 13, 14, 6, 9 | B, E, F |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 22: Knowledge Map Technique, 26: Teaching Sheets Technique, 30: Predict-Observe-Explain Techniques, 33: Station Technique , 36: Peer Teaching Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, E: Homework, F: Project Task, H: Performance Task, I: Portfolio Task, K: Self Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Curriculum, Program, and Approach Concepts; An Overview of Early Childhood Programs and Approaches; Objectives and Principles of Program Development for Early Childhood. | Conduct literature review, develop examples, and prepare a related presentation. |
| 2 | Academic examination of internationally implemented preschool education approaches, including Montessori, Waldorf, Reggio Emilia, Head Start, High Scope, Bank Street, Forest Schools, Mobile Preschools, Parent Schools, and Home Schooling. | Conduct literature review, develop examples, and prepare a related presentation. |
| 3 | Historical examination of preschool programs implemented in Turkey and introduction to the Turkey Century Maarif Model Preschool Program. | Conduct literature review, review relevant sections from the updated National Preschool Education Program and the Maarif Model Preschool Education Program, and prepare a presentation with examples. |
| 4 | Examination of the sections and structure of the Maarif Model Preschool Program; General review of domain-specific skills. | Review the relevant sections of the Maarif Model Preschool Program and prepare a presentation with examples. |
| 5 | Examination of learning outcomes and sub-outcomes for Turkish Language Skills within the Maarif Model Preschool Program, and planning of sample activities. | Review the Turkish Language domain of the Maarif Model Preschool Program and prepare a presentation with comparative examples. |
| 6 | Planning in the Maarif Model Preschool Program: Developing Monthly and Daily Lesson Plans. | Review sample monthly and daily lesson plan drafts from the Maarif Model Preschool Program and prepare a presentation with examples. |
| 7 | Learning Environments and Learning Centers in the Maarif Model Preschool Program. | Review the learning centers section, prepare a presentation with practical examples, and compile sample images and videos. |
| 8 | Examination of learning outcomes and sub-outcomes for Mathematics and Science Skills in the Maarif Model Preschool Program, and planning of sample activities. | Pre-class preparation: Review Mathematics and Science domains, prepare a presentation with practical examples, create examples for daily lesson plans, and compile sample images and videos. |
| 9 | Examination of learning outcomes and sub-outcomes for Movement, Health, and Social Skills in the Maarif Model Preschool Program, and planning of sample activities. | Pre-class preparation: Review the Movement, Health, and Social Skills domain, prepare a presentation with practical examples, create examples for daily lesson plans, and compile sample images and videos. |
| 10 | Examination of learning outcomes and sub-outcomes for Art and Music Skills in the Maarif Model Preschool Program, and planning of sample activities. | Review the Art and Music domains, prepare a presentation with practical examples, create examples for daily lesson plans, and compile sample images and videos. |
| 11 | Social-Emotional Learning Skills, Conceptual Skills, Dispositions, and the Virtue-Value-Action Model in the Maarif Model Preschool Program. | Review the relevant sections, prepare a presentation with practical examples, create examples for daily lesson plans, and compile sample images and videos. |
| 12 | Child Observation, Assessment, and Reporting in the Maarif Model Preschool Program. | Review the sections on child observation, assessment, and reporting; prepare a presentation with practical examples, and compile sample assessment forms. |
| 13 | Review of monthly and daily lesson plans prepared individually and in groups by students in the Maarif Model Preschool Program. | Prepare a checklist of key points for lesson plan writing. |
| 14 | Examination and evaluation of learning centers prepared by students. | Conduct a preliminary assessment of the student-created learning centers. |
| Resources |
| Maarif Model Preschool Education Program (2025) Updated Ministry of National Education Preschool Education Program (2024) Ministry of National Education Preschool Education Program (2013) – Lecture Notes and Presentations Draft Lesson Plans Sample Images and Videos |
| Lecture Notes and Presentations Curriculum and Activity Plan Outlines Sample Images and Multimedia Resources Articals |
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 | |