Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD MENTAL HEALTH | OÖ3116405 | 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 | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Assoc.Prof. Seda ATA ERDOĞAN |
| Assistant(s) | |
| Aim | The aim of this course is to provide a scientifically based understanding of the emotional, cognitive, and behavioral processes of preschool children. By examining childhood from past to present in light of diverse schools of thought and scientific findings, the course aims to develop an analytical perspective on the difficulties and crises children experience. |
| Course Content | This course contains; Course objectives, content, and importance Definition and scope of the concept of "child mental health" Critical importance of child mental health in the preschool period General course expectations and assessment criteria,Childhood Values and Normativity The Transformation of the Concept of Childhood Throughout History The Shaping of the Concept of "Childhood" Within the Framework of Social and Cultural Norms Normative Development and Concepts of Deviance: Defining "Normal" and "Abnormal" The Role of the Preschool Teacher in Child Mental Health,Understanding Mental Health Before Modern Medicine and Science Mental health in Ancient Greece: Approaches of philosophers such as Hippocrates, Plato, and Aristotle Understandings of child mental health in the Middle Ages and the Ottoman Empire, approaches of physicians and philosophers The effects of traditional methods, practices, and beliefs on children,The Birth of Modern Psychology and Brain Research Wilhelm Wundt and the Importance of the First Psychology Laboratory The Phineas Gage Case: The Effects of Brain Damage on Behavior and Emotion Regulation Neuropsychology and Understanding Child Behavior Reflections of Early Experimental Psychology on Child Development Studies,The Impact of Freud and Psychoanalysis on Child Mental Health Basic principles of psychoanalytic theory and Freud's theory of childhood The unconscious, defense mechanisms, and the importance of early childhood experiences Childhood crises in light of psychoanalytic theory (examples: sibling rivalry, separation anxiety),Object Relations Theory and the New Psychoanalysts Content: Anna Freud: Developmental trajectory, ego defenses in child psychoanalysis, observation-based approach Melanie Klein: Object relations theory, play therapy, and its contribution to understanding children's internal worlds Donald Winnicott: The "good enough mother," the transitional object, the concepts of the true and false self These theorists' treatment of the themes of trauma, attachment, and play,Behaviorism The emergence of behaviorism: Pavlov, Watson, Skinner Learning theories and principles of conditioning Applications of behaviorism in shaping children's behavior and classroom management The implications of reward-punishment, reinforcement, and modeling for child mental health,Humanism and the Child-Centered Approach Maslow and Rogers' fundamental approaches: Hierarchy of needs, unconditional positive acceptance Contributions of humanistic psychology to child education The child's subjective experience, self-confidence, and self-actualization Family and environmental interaction through a humanistic approach in preschool education,Biopsychosocial Approach The holistic importance of biological, psychological, and social factors Multidimensional factors affecting child mental health (genetics, environment, family, school) Protective and risk factors, the importance of early intervention The role of the preschool teacher within a multidisciplinary approach,Developments in Epigenetics and Molecular Biology The concept of epigenetics and the impact of the environment on genes The new perspective brought to the scientific world by cloning with the example of Dolly the Sheep DNA studies and twin research: Genetic and environmental interactions Understanding and applying the gene-environment relationship in developmental psychology,Areas of Crisis Experienced by Children 1 Bedwetting (enuresis): Causes and Approaches Nail-biting and Tics: Stress, Anxiety, and Learned Behavior Aspects Emotional and Environmental Factors Underlying These Behaviors Early Intervention and Family-Teacher Collaboration,Crisis Areas Experienced by Children 2 Thumb-sucking Behavior: Emotional and Developmental Dimensions Sibling Jealousy: Family Dynamics and Managing Children's Emotions Positive Discipline, Guidance, and Effective Communication Strategies Approaches in the School and Home Environments,The Effects of Divorce and Family Processes on Children's Mental Health Possible psychological effects of divorce on children Repercussions of family conflict and stress in the preschool period Ways to support children, guidance, and psychoeducation programs Multi-stakeholder collaboration: School, guidance service, family, experts,Summative Assessment, Future Perspectives, and Conclusion Summary of the course and recap of critical points Current research trends and examples of practice Future perspectives and professional development suggestions for preschool teachers Questions and answers and end-of-term project/assignment presentations . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| To be able to understand the concept and scope of child mental health and to analyze its importance in the preschool period. | E | |
| Understand the basic principles of Freud’s psychoanalytic theory and discuss its significance in childhood crises | E | |
| Apply behaviorist principles and conditioning methods in classroom management. | E | |
| Utilize psychoanalytic, behaviorist, and humanist theories in classroom scenarios. | A | |
| Develop positive intervention strategies appropriate for behavioral issues such as jealousy in classroom scenarios. | A | |
| Recommend scientific resources for child mental health to families within the context of sociocultural capital. | A |
| Teaching Methods: | |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course objectives, content, and importance Definition and scope of the concept of "child mental health" Critical importance of child mental health in the preschool period General course expectations and assessment criteria | |
| 2 | Childhood Values and Normativity The Transformation of the Concept of Childhood Throughout History The Shaping of the Concept of "Childhood" Within the Framework of Social and Cultural Norms Normative Development and Concepts of Deviance: Defining "Normal" and "Abnormal" The Role of the Preschool Teacher in Child Mental Health | |
| 3 | Understanding Mental Health Before Modern Medicine and Science Mental health in Ancient Greece: Approaches of philosophers such as Hippocrates, Plato, and Aristotle Understandings of child mental health in the Middle Ages and the Ottoman Empire, approaches of physicians and philosophers The effects of traditional methods, practices, and beliefs on children | |
| 4 | The Birth of Modern Psychology and Brain Research Wilhelm Wundt and the Importance of the First Psychology Laboratory The Phineas Gage Case: The Effects of Brain Damage on Behavior and Emotion Regulation Neuropsychology and Understanding Child Behavior Reflections of Early Experimental Psychology on Child Development Studies | |
| 5 | The Impact of Freud and Psychoanalysis on Child Mental Health Basic principles of psychoanalytic theory and Freud's theory of childhood The unconscious, defense mechanisms, and the importance of early childhood experiences Childhood crises in light of psychoanalytic theory (examples: sibling rivalry, separation anxiety) | |
| 6 | Object Relations Theory and the New Psychoanalysts Content: Anna Freud: Developmental trajectory, ego defenses in child psychoanalysis, observation-based approach Melanie Klein: Object relations theory, play therapy, and its contribution to understanding children's internal worlds Donald Winnicott: The "good enough mother," the transitional object, the concepts of the true and false self These theorists' treatment of the themes of trauma, attachment, and play | |
| 7 | Behaviorism The emergence of behaviorism: Pavlov, Watson, Skinner Learning theories and principles of conditioning Applications of behaviorism in shaping children's behavior and classroom management The implications of reward-punishment, reinforcement, and modeling for child mental health | |
| 8 | Humanism and the Child-Centered Approach Maslow and Rogers' fundamental approaches: Hierarchy of needs, unconditional positive acceptance Contributions of humanistic psychology to child education The child's subjective experience, self-confidence, and self-actualization Family and environmental interaction through a humanistic approach in preschool education | |
| 9 | Biopsychosocial Approach The holistic importance of biological, psychological, and social factors Multidimensional factors affecting child mental health (genetics, environment, family, school) Protective and risk factors, the importance of early intervention The role of the preschool teacher within a multidisciplinary approach | |
| 10 | Developments in Epigenetics and Molecular Biology The concept of epigenetics and the impact of the environment on genes The new perspective brought to the scientific world by cloning with the example of Dolly the Sheep DNA studies and twin research: Genetic and environmental interactions Understanding and applying the gene-environment relationship in developmental psychology | |
| 11 | Areas of Crisis Experienced by Children 1 Bedwetting (enuresis): Causes and Approaches Nail-biting and Tics: Stress, Anxiety, and Learned Behavior Aspects Emotional and Environmental Factors Underlying These Behaviors Early Intervention and Family-Teacher Collaboration | Readings on positive psychology and positive intervention strategies |
| 12 | Crisis Areas Experienced by Children 2 Thumb-sucking Behavior: Emotional and Developmental Dimensions Sibling Jealousy: Family Dynamics and Managing Children's Emotions Positive Discipline, Guidance, and Effective Communication Strategies Approaches in the School and Home Environments | Readings on positive psychology and positive intervention strategies |
| 13 | The Effects of Divorce and Family Processes on Children's Mental Health Possible psychological effects of divorce on children Repercussions of family conflict and stress in the preschool period Ways to support children, guidance, and psychoeducation programs Multi-stakeholder collaboration: School, guidance service, family, experts | Conducting readings on sample cases |
| 14 | Summative Assessment, Future Perspectives, and Conclusion Summary of the course and recap of critical points Current research trends and examples of practice Future perspectives and professional development suggestions for preschool teachers Questions and answers and end-of-term project/assignment presentations | Conducting readings on case studies |
| Resources |
| Child Mind Institute. (n.d.). Child mental health resources. https://childmind.org Eğitim ve Bilim. (2022). Okul öncesi dönemde davranış problemleri ve müdahale yöntemleri. Eğitim ve Bilim Dergisi. https://dergipark.org.tr/tr/pub/egitimvebilim Frontiers in Psychiatry. (2023). Child mental health: Recent developments with a focus on early childhood. Frontiers in Psychiatry. https://www.frontiersin.org/journals/psychiatry/articles Journal of Child Psychology and Psychiatry. (2021). Epigenetics and early childhood development: A review. Journal of Child Psychology and Psychiatry. https://onlinelibrary.wiley.com/doi/abs/10.1111/jcpp.13407 Journal of Family Issues. (2020). The impact of divorce on young children and adolescents. Journal of Family Issues. https://journals.sagepub.com/doi/abs/10.1177/0192513X20935806 Siegel, D. J., & Bryson, T. P. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. Bantam Books. https://www.amazon.com/Whole-Brain-Child-Revolutionary-Strategies-Developing/dp/0553386697 Smith, L. L., & Elliott, C. H. (2011). Child psychology and development for dummies. Wiley. https://www.wiley.com/en-us/Child+Psychology+and+Development+For+Dummies-p-9780470918852 Türkiye Psikiyatri Derneği. (n.d.). Çocuk ve ergen psikiyatrisi. https://www.psikiyatri.org.tr World Health Organization. (n.d.). Child and adolescent mental health. https://www.who.int/health-topics/child-and-adolescent-mental-health Yörükoğlu, A. (2023). Çocuk ruh sağlığı (Y. Yazgan, Foreword). İnkılap Kitabevi. https://www.kitapyurdu.com/kitap/cocuk-ruh-sagligi/639087.html Zero to Three. (n.d.). Early childhood development resources. https://www.zerotothree.org |
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. | ||||||
| 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. | X | |||||
| 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 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 1 | 14 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 6 | 12 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 7 | 4 | 28 | |||
| Performance Task, Maintenance Plan | 2 | 5 | 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 |
|---|---|---|---|---|---|
| CHILD MENTAL HEALTH | OÖ3116405 | 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 | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Assoc.Prof. Seda ATA ERDOĞAN |
| Assistant(s) | |
| Aim | The aim of this course is to provide a scientifically based understanding of the emotional, cognitive, and behavioral processes of preschool children. By examining childhood from past to present in light of diverse schools of thought and scientific findings, the course aims to develop an analytical perspective on the difficulties and crises children experience. |
| Course Content | This course contains; Course objectives, content, and importance Definition and scope of the concept of "child mental health" Critical importance of child mental health in the preschool period General course expectations and assessment criteria,Childhood Values and Normativity The Transformation of the Concept of Childhood Throughout History The Shaping of the Concept of "Childhood" Within the Framework of Social and Cultural Norms Normative Development and Concepts of Deviance: Defining "Normal" and "Abnormal" The Role of the Preschool Teacher in Child Mental Health,Understanding Mental Health Before Modern Medicine and Science Mental health in Ancient Greece: Approaches of philosophers such as Hippocrates, Plato, and Aristotle Understandings of child mental health in the Middle Ages and the Ottoman Empire, approaches of physicians and philosophers The effects of traditional methods, practices, and beliefs on children,The Birth of Modern Psychology and Brain Research Wilhelm Wundt and the Importance of the First Psychology Laboratory The Phineas Gage Case: The Effects of Brain Damage on Behavior and Emotion Regulation Neuropsychology and Understanding Child Behavior Reflections of Early Experimental Psychology on Child Development Studies,The Impact of Freud and Psychoanalysis on Child Mental Health Basic principles of psychoanalytic theory and Freud's theory of childhood The unconscious, defense mechanisms, and the importance of early childhood experiences Childhood crises in light of psychoanalytic theory (examples: sibling rivalry, separation anxiety),Object Relations Theory and the New Psychoanalysts Content: Anna Freud: Developmental trajectory, ego defenses in child psychoanalysis, observation-based approach Melanie Klein: Object relations theory, play therapy, and its contribution to understanding children's internal worlds Donald Winnicott: The "good enough mother," the transitional object, the concepts of the true and false self These theorists' treatment of the themes of trauma, attachment, and play,Behaviorism The emergence of behaviorism: Pavlov, Watson, Skinner Learning theories and principles of conditioning Applications of behaviorism in shaping children's behavior and classroom management The implications of reward-punishment, reinforcement, and modeling for child mental health,Humanism and the Child-Centered Approach Maslow and Rogers' fundamental approaches: Hierarchy of needs, unconditional positive acceptance Contributions of humanistic psychology to child education The child's subjective experience, self-confidence, and self-actualization Family and environmental interaction through a humanistic approach in preschool education,Biopsychosocial Approach The holistic importance of biological, psychological, and social factors Multidimensional factors affecting child mental health (genetics, environment, family, school) Protective and risk factors, the importance of early intervention The role of the preschool teacher within a multidisciplinary approach,Developments in Epigenetics and Molecular Biology The concept of epigenetics and the impact of the environment on genes The new perspective brought to the scientific world by cloning with the example of Dolly the Sheep DNA studies and twin research: Genetic and environmental interactions Understanding and applying the gene-environment relationship in developmental psychology,Areas of Crisis Experienced by Children 1 Bedwetting (enuresis): Causes and Approaches Nail-biting and Tics: Stress, Anxiety, and Learned Behavior Aspects Emotional and Environmental Factors Underlying These Behaviors Early Intervention and Family-Teacher Collaboration,Crisis Areas Experienced by Children 2 Thumb-sucking Behavior: Emotional and Developmental Dimensions Sibling Jealousy: Family Dynamics and Managing Children's Emotions Positive Discipline, Guidance, and Effective Communication Strategies Approaches in the School and Home Environments,The Effects of Divorce and Family Processes on Children's Mental Health Possible psychological effects of divorce on children Repercussions of family conflict and stress in the preschool period Ways to support children, guidance, and psychoeducation programs Multi-stakeholder collaboration: School, guidance service, family, experts,Summative Assessment, Future Perspectives, and Conclusion Summary of the course and recap of critical points Current research trends and examples of practice Future perspectives and professional development suggestions for preschool teachers Questions and answers and end-of-term project/assignment presentations . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| To be able to understand the concept and scope of child mental health and to analyze its importance in the preschool period. | E | |
| Understand the basic principles of Freud’s psychoanalytic theory and discuss its significance in childhood crises | E | |
| Apply behaviorist principles and conditioning methods in classroom management. | E | |
| Utilize psychoanalytic, behaviorist, and humanist theories in classroom scenarios. | A | |
| Develop positive intervention strategies appropriate for behavioral issues such as jealousy in classroom scenarios. | A | |
| Recommend scientific resources for child mental health to families within the context of sociocultural capital. | A |
| Teaching Methods: | |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course objectives, content, and importance Definition and scope of the concept of "child mental health" Critical importance of child mental health in the preschool period General course expectations and assessment criteria | |
| 2 | Childhood Values and Normativity The Transformation of the Concept of Childhood Throughout History The Shaping of the Concept of "Childhood" Within the Framework of Social and Cultural Norms Normative Development and Concepts of Deviance: Defining "Normal" and "Abnormal" The Role of the Preschool Teacher in Child Mental Health | |
| 3 | Understanding Mental Health Before Modern Medicine and Science Mental health in Ancient Greece: Approaches of philosophers such as Hippocrates, Plato, and Aristotle Understandings of child mental health in the Middle Ages and the Ottoman Empire, approaches of physicians and philosophers The effects of traditional methods, practices, and beliefs on children | |
| 4 | The Birth of Modern Psychology and Brain Research Wilhelm Wundt and the Importance of the First Psychology Laboratory The Phineas Gage Case: The Effects of Brain Damage on Behavior and Emotion Regulation Neuropsychology and Understanding Child Behavior Reflections of Early Experimental Psychology on Child Development Studies | |
| 5 | The Impact of Freud and Psychoanalysis on Child Mental Health Basic principles of psychoanalytic theory and Freud's theory of childhood The unconscious, defense mechanisms, and the importance of early childhood experiences Childhood crises in light of psychoanalytic theory (examples: sibling rivalry, separation anxiety) | |
| 6 | Object Relations Theory and the New Psychoanalysts Content: Anna Freud: Developmental trajectory, ego defenses in child psychoanalysis, observation-based approach Melanie Klein: Object relations theory, play therapy, and its contribution to understanding children's internal worlds Donald Winnicott: The "good enough mother," the transitional object, the concepts of the true and false self These theorists' treatment of the themes of trauma, attachment, and play | |
| 7 | Behaviorism The emergence of behaviorism: Pavlov, Watson, Skinner Learning theories and principles of conditioning Applications of behaviorism in shaping children's behavior and classroom management The implications of reward-punishment, reinforcement, and modeling for child mental health | |
| 8 | Humanism and the Child-Centered Approach Maslow and Rogers' fundamental approaches: Hierarchy of needs, unconditional positive acceptance Contributions of humanistic psychology to child education The child's subjective experience, self-confidence, and self-actualization Family and environmental interaction through a humanistic approach in preschool education | |
| 9 | Biopsychosocial Approach The holistic importance of biological, psychological, and social factors Multidimensional factors affecting child mental health (genetics, environment, family, school) Protective and risk factors, the importance of early intervention The role of the preschool teacher within a multidisciplinary approach | |
| 10 | Developments in Epigenetics and Molecular Biology The concept of epigenetics and the impact of the environment on genes The new perspective brought to the scientific world by cloning with the example of Dolly the Sheep DNA studies and twin research: Genetic and environmental interactions Understanding and applying the gene-environment relationship in developmental psychology | |
| 11 | Areas of Crisis Experienced by Children 1 Bedwetting (enuresis): Causes and Approaches Nail-biting and Tics: Stress, Anxiety, and Learned Behavior Aspects Emotional and Environmental Factors Underlying These Behaviors Early Intervention and Family-Teacher Collaboration | Readings on positive psychology and positive intervention strategies |
| 12 | Crisis Areas Experienced by Children 2 Thumb-sucking Behavior: Emotional and Developmental Dimensions Sibling Jealousy: Family Dynamics and Managing Children's Emotions Positive Discipline, Guidance, and Effective Communication Strategies Approaches in the School and Home Environments | Readings on positive psychology and positive intervention strategies |
| 13 | The Effects of Divorce and Family Processes on Children's Mental Health Possible psychological effects of divorce on children Repercussions of family conflict and stress in the preschool period Ways to support children, guidance, and psychoeducation programs Multi-stakeholder collaboration: School, guidance service, family, experts | Conducting readings on sample cases |
| 14 | Summative Assessment, Future Perspectives, and Conclusion Summary of the course and recap of critical points Current research trends and examples of practice Future perspectives and professional development suggestions for preschool teachers Questions and answers and end-of-term project/assignment presentations | Conducting readings on case studies |
| Resources |
| Child Mind Institute. (n.d.). Child mental health resources. https://childmind.org Eğitim ve Bilim. (2022). Okul öncesi dönemde davranış problemleri ve müdahale yöntemleri. Eğitim ve Bilim Dergisi. https://dergipark.org.tr/tr/pub/egitimvebilim Frontiers in Psychiatry. (2023). Child mental health: Recent developments with a focus on early childhood. Frontiers in Psychiatry. https://www.frontiersin.org/journals/psychiatry/articles Journal of Child Psychology and Psychiatry. (2021). Epigenetics and early childhood development: A review. Journal of Child Psychology and Psychiatry. https://onlinelibrary.wiley.com/doi/abs/10.1111/jcpp.13407 Journal of Family Issues. (2020). The impact of divorce on young children and adolescents. Journal of Family Issues. https://journals.sagepub.com/doi/abs/10.1177/0192513X20935806 Siegel, D. J., & Bryson, T. P. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. Bantam Books. https://www.amazon.com/Whole-Brain-Child-Revolutionary-Strategies-Developing/dp/0553386697 Smith, L. L., & Elliott, C. H. (2011). Child psychology and development for dummies. Wiley. https://www.wiley.com/en-us/Child+Psychology+and+Development+For+Dummies-p-9780470918852 Türkiye Psikiyatri Derneği. (n.d.). Çocuk ve ergen psikiyatrisi. https://www.psikiyatri.org.tr World Health Organization. (n.d.). Child and adolescent mental health. https://www.who.int/health-topics/child-and-adolescent-mental-health Yörükoğlu, A. (2023). Çocuk ruh sağlığı (Y. Yazgan, Foreword). İnkılap Kitabevi. https://www.kitapyurdu.com/kitap/cocuk-ruh-sagligi/639087.html Zero to Three. (n.d.). Early childhood development resources. https://www.zerotothree.org |
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. | ||||||
| 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. | X | |||||
| 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 | |