Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MATERIAL DEVELOPMENT in EARLY CHILDHOOD | OÖ3216407 | 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 aims to enable students to design, develop, and implement both physical and digital educational materials tailored to children’s developmental characteristics, interests, and needs within play-based and concrete learning approaches in early childhood education. Throughout the course, students will examine theoretical foundations, analyze sample materials across different learning domains, design creative and original materials, explore materials from specialized approaches such as Montessori, Waldorf, and Reggio Emilia, and gain opportunities to apply these materials in classroom settings. |
| Course Content | This course contains; Concepts of Materials and Toys, Core Characteristics of Educational Materials, and the Process and Principles of Developing Materials in Early Childhood Education,Play-Based Learning, Concrete Learning, and Kinesthetic Learning Approach,Developing Educational Materials According to Children’s Developmental Domains in Early Childhood, Designing Educational Materials for Mathematics and Science Domains,Designing Educational Materials for Language and Early Literacy Domains,Designing Educational Materials for Art and Music Domains,Designing Educational Materials for Movement, Health, and Social Domains,Designing Materials for Different Approaches, Examination and Application of Montessori, Waldorf, and Reggio Emilia Materials,Digital Material Design and Its Use in Education (Web2 Tools and Artificial Intelligence),Designing Attention and Intelligence Games,Creativity and Originality in Designing Educational Materials,Designing Sustainable Educational Materials,Evaluation and Presentation of Student-Designed Materials,Evaluation and Presentation of Student-Designed Materials. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students can explain the process and fundamental principles of developing educational materials in early childhood education. | 10, 16, 19, 22, 9 | B |
| Students can design materials suitable for children’s developmental characteristics, interests, and needs. | 14, 30, 34, 36 | E, F, H |
| Students can design educational materials for various domains, including mathematics, language, early literacy, science, arts, and music. | 11, 14, 16, 18, 19, 2, 33, 34, 6 | E, F, H |
| Students can design and implement attention and intelligence games. | 11, 16, 18, 34, 36, 5 | F, H, J, K |
| Students understand the principles of sustainable material design and can develop materials using sustainable resources. | 14, 18, 2, 3, 34, 4 | F, H, I, J, K |
| Students can examine and apply Montessori, Waldorf, and Reggio Emilia materials and use them as references in their own material designs. | 1, 11, 14, 18, 34, 36, 6 | E, H, I |
| Students can design educational materials using AI, digital resources and Web 2.0 tools. | 14, 37, 6 | E, H |
| Students can implement, observe, and evaluate the materials they develop in a classroom setting. | 1, 3, 34, 36, 6 | E, F, H, J, K, L |
| Students can demonstrate creativity and originality in material design and conduct critical evaluations based on academic principles. | 10, 14, 16, 19, 9 | B |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 22: Knowledge Map Technique, 3: Problem Baded Learning Model, 30: Predict-Observe-Explain Techniques, 33: Station Technique , 34: Educational Game Techniques , 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework, F: Project Task, H: Performance Task, I: Portfolio Task, J: Peer Assessment Technique, K: Self Assessment Technique, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Concepts of Materials and Toys, Core Characteristics of Educational Materials, and the Process and Principles of Developing Materials in Early Childhood Education | Conduct a literature review; examine academic articles and books on the material development process; prepare a relevant presentation. |
| 2 | Play-Based Learning, Concrete Learning, and Kinesthetic Learning Approach | Literature should be reviewed; sample materials and activities implemented using the concrete and kinesthetic learning approaches should be compiled and presented. |
| 3 | Developing Educational Materials According to Children’s Developmental Domains in Early Childhood | Academic articles on developmental domains should be reviewed; sample materials for each domain should be compiled and presented. |
| 4 | Designing Educational Materials for Mathematics and Science Domains | Compile examples of educational materials designed for the mathematics and science domains, review them in a classroom context, make necessary preparations for practical application, and prepare an effective lesson presentation using sample material visuals and demonstration videos. |
| 5 | Designing Educational Materials for Language and Early Literacy Domains | Compile examples of educational materials designed for language and early literacy domains, review them in a classroom context, make necessary preparations for practical application, and prepare a presentation using sample material visuals and demonstration videos. |
| 6 | Designing Educational Materials for Art and Music Domains | Compile examples of educational materials designed for art and music domains, review them in a classroom context, make necessary preparations for practical application, and prepare a presentation using sample material visuals and demonstration videos. |
| 7 | Designing Educational Materials for Movement, Health, and Social Domains | Compile examples of educational materials designed for movement, health, and social domains, review them in a classroom context, make necessary preparations for practical application, and prepare a presentation using sample material visuals and demonstration videos. |
| 8 | Designing Materials for Different Approaches, Examination and Application of Montessori, Waldorf, and Reggio Emilia Materials | Examine Montessori, Waldorf, and Reggio Emilia materials; compile examples and prepare for classroom application, and explore designing materials aligned with different educational approaches. |
| 9 | Digital Material Design and Its Use in Education (Web2 Tools and Artificial Intelligence) | Compile examples of digital materials; review sample applications implemented with Web2 and AI tools; prepare a demonstration for classroom use. |
| 10 | Designing Attention and Intelligence Games | Collect examples of ready-made attention and intelligence games as well as original designs, and bring them to the classroom; prepare necessary materials for practical implementation. |
| 11 | Creativity and Originality in Designing Educational Materials | Review the literature; compile examples of creative and original educational materials; prepare necessary arrangements for classroom implementation. |
| 12 | Designing Sustainable Educational Materials | Compile examples of educational materials designed using sustainable resources, prepare practical examples for classroom implementation, and create a presentation with visuals and demonstration videos for students. |
| 13 | Evaluation and Presentation of Student-Designed Materials | Collect student-designed materials, implement them in the classroom, conduct evaluations, and prepare presentations of sample materials; a rubric should be developed to assess the materials. |
| 14 | Evaluation and Presentation of Student-Designed Materials | Collect student-designed materials, implement them in the classroom, conduct evaluations, and prepare presentations of sample materials; a rubric should be developed to assess the materials. |
| Resources |
| Bolat, H. Ö., & Özarslan, H. (2015). Okul Öncesi Eğitimde Materyal Tasarımı [Material Design in Preschool Education]. Eğiten Kitap. Atalay, A. (n.d.). Okul Öncesinde Materyal Geliştirme [Material Development in Preschool Education]. Kök Yayıncılık. Öztürk Aynal, Ş. (Ed.), Bolat, E. Y., Özarslan, H., & others. (n.d.). Erken Çocukluk Eğitiminde Materyal Tasarımı [Material Design in Early Childhood Education]. Turan, F. (2015). Her Yönüyle Okul Öncesi Eğitim: Okul Öncesi Materyal Geliştirme [Preschool Education in All Aspects: Material Development in Preschool Education]. Hedefcs Yayınları. Beatty, B. (1995). Preschool Education in America: The Culture of Young Children from the Colonial Era to the Present. Yale University Press. Bers, M. U. (2008). Blocks to Robots: Learning with Technology in the Early Childhood Classroom. Teachers College Press. Cummins, S. (Ed.). (2025). Incorporating Montessori Principles into Your Early Years Environments: A Guide to Following the Child. Routledge. Honigblum, S. (Ed.). (2025). Waldorf Early Childhood Education: An Introductory Reader. WECAN Publications. Auer, E. (Ed.). (2022). Helping Children on Their Way. WECAN Publications. Vecchi, V. (2010). Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education. (Contesting Early Childhood). Routledge. |
| Lecture Notes and Presentations Curriculum and Activity Plan Outlines Sample Images and Multimedia Resources Articals Dereobalı, N., & Seyhan, G. B. (2020). Okul öncesi öğretmenliği bağlamında materyal geliştirme. Kuramsal Eğitimbilim Dergisi, 13(1), 147–169. https://doi.org/10.30831/akukeg.555221 DergiPark Sincar, M., & Uygungöz, M. (2023). Okul öncesi dönemde kullanılan erken okuryazarlık materyalleri. International Journal of Arts and Social Studies, 6(10), 43–60. DergiPark Zembat, R., Tosun, D., Çalış, N. B., & Yılmaz, H. (2020). Okul öncesi eğitimde doğal ve artık materyallerin kullanımına yönelik öğretmen görüşleri. Dumlupınar Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4(1), 19–32. DergiPark Arabacı, M., & Ulutaş, İ. (2023). Okul öncesi öğretmen adaylarının Montessori yaklaşımına yönelik algıları: Bir metafor analizi. Uluslararası Eğitim Araştırmaları Dergisi, ..., 141–165. https://doi.org/10.47477/ubed.1314679 DergiPark Günşen, G. (2024). Okul öncesi öğretmenlerinin bilimin doğası anlayışları. Cumhuriyet Uluslararası Eğitim Dergisi, 13(1), 211–225. https://doi.org/10.30703/cije.1289378 Schøyen, A., & Röthle, M. (2024). Playing with open-ended material as experiences of self-regulated play. Contemporary Issues in Early Childhood. https://doi.org/10.1177/14639491231222343 Gao, Y., & Liu, H. (2024). Designing preschool children's educational games: A multi-criteria decision analysis approach. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12345 Marshall, C. (2017). Montessori education: A review of the evidence base. npj Science of Learning, 2(11), 1–9. https://doi.org/10.1038/s41539-017-0007-3 Rinaldi, C., & Vecchi, V. (2021). In dialogue with Reggio Emilia: Listening, researching and learning (2nd ed.). London: Routledge. https://doi.org/10.4324/9780429025999 Nicol, J., & Taplin, L. (2024). Waldorf early childhood care and education in the 21st century. Frontiers in Education, 9, 144–162. https://doi.org/10.3389/feduc.2024.00144 |
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. | ||||||
| 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 | 2 | 10 | 20 | |||
| Term Project | 2 | 3 | 6 | |||
| Presentation of Project / Seminar | 5 | 2 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 5 | 5 | |||
| General Exam | 1 | 7 | 7 | |||
| Performance Task, Maintenance Plan | 6 | 10 | 60 | |||
| 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 |
|---|---|---|---|---|---|
| MATERIAL DEVELOPMENT in EARLY CHILDHOOD | OÖ3216407 | 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 aims to enable students to design, develop, and implement both physical and digital educational materials tailored to children’s developmental characteristics, interests, and needs within play-based and concrete learning approaches in early childhood education. Throughout the course, students will examine theoretical foundations, analyze sample materials across different learning domains, design creative and original materials, explore materials from specialized approaches such as Montessori, Waldorf, and Reggio Emilia, and gain opportunities to apply these materials in classroom settings. |
| Course Content | This course contains; Concepts of Materials and Toys, Core Characteristics of Educational Materials, and the Process and Principles of Developing Materials in Early Childhood Education,Play-Based Learning, Concrete Learning, and Kinesthetic Learning Approach,Developing Educational Materials According to Children’s Developmental Domains in Early Childhood, Designing Educational Materials for Mathematics and Science Domains,Designing Educational Materials for Language and Early Literacy Domains,Designing Educational Materials for Art and Music Domains,Designing Educational Materials for Movement, Health, and Social Domains,Designing Materials for Different Approaches, Examination and Application of Montessori, Waldorf, and Reggio Emilia Materials,Digital Material Design and Its Use in Education (Web2 Tools and Artificial Intelligence),Designing Attention and Intelligence Games,Creativity and Originality in Designing Educational Materials,Designing Sustainable Educational Materials,Evaluation and Presentation of Student-Designed Materials,Evaluation and Presentation of Student-Designed Materials. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students can explain the process and fundamental principles of developing educational materials in early childhood education. | 10, 16, 19, 22, 9 | B |
| Students can design materials suitable for children’s developmental characteristics, interests, and needs. | 14, 30, 34, 36 | E, F, H |
| Students can design educational materials for various domains, including mathematics, language, early literacy, science, arts, and music. | 11, 14, 16, 18, 19, 2, 33, 34, 6 | E, F, H |
| Students can design and implement attention and intelligence games. | 11, 16, 18, 34, 36, 5 | F, H, J, K |
| Students understand the principles of sustainable material design and can develop materials using sustainable resources. | 14, 18, 2, 3, 34, 4 | F, H, I, J, K |
| Students can examine and apply Montessori, Waldorf, and Reggio Emilia materials and use them as references in their own material designs. | 1, 11, 14, 18, 34, 36, 6 | E, H, I |
| Students can design educational materials using AI, digital resources and Web 2.0 tools. | 14, 37, 6 | E, H |
| Students can implement, observe, and evaluate the materials they develop in a classroom setting. | 1, 3, 34, 36, 6 | E, F, H, J, K, L |
| Students can demonstrate creativity and originality in material design and conduct critical evaluations based on academic principles. | 10, 14, 16, 19, 9 | B |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 22: Knowledge Map Technique, 3: Problem Baded Learning Model, 30: Predict-Observe-Explain Techniques, 33: Station Technique , 34: Educational Game Techniques , 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework, F: Project Task, H: Performance Task, I: Portfolio Task, J: Peer Assessment Technique, K: Self Assessment Technique, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Concepts of Materials and Toys, Core Characteristics of Educational Materials, and the Process and Principles of Developing Materials in Early Childhood Education | Conduct a literature review; examine academic articles and books on the material development process; prepare a relevant presentation. |
| 2 | Play-Based Learning, Concrete Learning, and Kinesthetic Learning Approach | Literature should be reviewed; sample materials and activities implemented using the concrete and kinesthetic learning approaches should be compiled and presented. |
| 3 | Developing Educational Materials According to Children’s Developmental Domains in Early Childhood | Academic articles on developmental domains should be reviewed; sample materials for each domain should be compiled and presented. |
| 4 | Designing Educational Materials for Mathematics and Science Domains | Compile examples of educational materials designed for the mathematics and science domains, review them in a classroom context, make necessary preparations for practical application, and prepare an effective lesson presentation using sample material visuals and demonstration videos. |
| 5 | Designing Educational Materials for Language and Early Literacy Domains | Compile examples of educational materials designed for language and early literacy domains, review them in a classroom context, make necessary preparations for practical application, and prepare a presentation using sample material visuals and demonstration videos. |
| 6 | Designing Educational Materials for Art and Music Domains | Compile examples of educational materials designed for art and music domains, review them in a classroom context, make necessary preparations for practical application, and prepare a presentation using sample material visuals and demonstration videos. |
| 7 | Designing Educational Materials for Movement, Health, and Social Domains | Compile examples of educational materials designed for movement, health, and social domains, review them in a classroom context, make necessary preparations for practical application, and prepare a presentation using sample material visuals and demonstration videos. |
| 8 | Designing Materials for Different Approaches, Examination and Application of Montessori, Waldorf, and Reggio Emilia Materials | Examine Montessori, Waldorf, and Reggio Emilia materials; compile examples and prepare for classroom application, and explore designing materials aligned with different educational approaches. |
| 9 | Digital Material Design and Its Use in Education (Web2 Tools and Artificial Intelligence) | Compile examples of digital materials; review sample applications implemented with Web2 and AI tools; prepare a demonstration for classroom use. |
| 10 | Designing Attention and Intelligence Games | Collect examples of ready-made attention and intelligence games as well as original designs, and bring them to the classroom; prepare necessary materials for practical implementation. |
| 11 | Creativity and Originality in Designing Educational Materials | Review the literature; compile examples of creative and original educational materials; prepare necessary arrangements for classroom implementation. |
| 12 | Designing Sustainable Educational Materials | Compile examples of educational materials designed using sustainable resources, prepare practical examples for classroom implementation, and create a presentation with visuals and demonstration videos for students. |
| 13 | Evaluation and Presentation of Student-Designed Materials | Collect student-designed materials, implement them in the classroom, conduct evaluations, and prepare presentations of sample materials; a rubric should be developed to assess the materials. |
| 14 | Evaluation and Presentation of Student-Designed Materials | Collect student-designed materials, implement them in the classroom, conduct evaluations, and prepare presentations of sample materials; a rubric should be developed to assess the materials. |
| Resources |
| Bolat, H. Ö., & Özarslan, H. (2015). Okul Öncesi Eğitimde Materyal Tasarımı [Material Design in Preschool Education]. Eğiten Kitap. Atalay, A. (n.d.). Okul Öncesinde Materyal Geliştirme [Material Development in Preschool Education]. Kök Yayıncılık. Öztürk Aynal, Ş. (Ed.), Bolat, E. Y., Özarslan, H., & others. (n.d.). Erken Çocukluk Eğitiminde Materyal Tasarımı [Material Design in Early Childhood Education]. Turan, F. (2015). Her Yönüyle Okul Öncesi Eğitim: Okul Öncesi Materyal Geliştirme [Preschool Education in All Aspects: Material Development in Preschool Education]. Hedefcs Yayınları. Beatty, B. (1995). Preschool Education in America: The Culture of Young Children from the Colonial Era to the Present. Yale University Press. Bers, M. U. (2008). Blocks to Robots: Learning with Technology in the Early Childhood Classroom. Teachers College Press. Cummins, S. (Ed.). (2025). Incorporating Montessori Principles into Your Early Years Environments: A Guide to Following the Child. Routledge. Honigblum, S. (Ed.). (2025). Waldorf Early Childhood Education: An Introductory Reader. WECAN Publications. Auer, E. (Ed.). (2022). Helping Children on Their Way. WECAN Publications. Vecchi, V. (2010). Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education. (Contesting Early Childhood). Routledge. |
| Lecture Notes and Presentations Curriculum and Activity Plan Outlines Sample Images and Multimedia Resources Articals Dereobalı, N., & Seyhan, G. B. (2020). Okul öncesi öğretmenliği bağlamında materyal geliştirme. Kuramsal Eğitimbilim Dergisi, 13(1), 147–169. https://doi.org/10.30831/akukeg.555221 DergiPark Sincar, M., & Uygungöz, M. (2023). Okul öncesi dönemde kullanılan erken okuryazarlık materyalleri. International Journal of Arts and Social Studies, 6(10), 43–60. DergiPark Zembat, R., Tosun, D., Çalış, N. B., & Yılmaz, H. (2020). Okul öncesi eğitimde doğal ve artık materyallerin kullanımına yönelik öğretmen görüşleri. Dumlupınar Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4(1), 19–32. DergiPark Arabacı, M., & Ulutaş, İ. (2023). Okul öncesi öğretmen adaylarının Montessori yaklaşımına yönelik algıları: Bir metafor analizi. Uluslararası Eğitim Araştırmaları Dergisi, ..., 141–165. https://doi.org/10.47477/ubed.1314679 DergiPark Günşen, G. (2024). Okul öncesi öğretmenlerinin bilimin doğası anlayışları. Cumhuriyet Uluslararası Eğitim Dergisi, 13(1), 211–225. https://doi.org/10.30703/cije.1289378 Schøyen, A., & Röthle, M. (2024). Playing with open-ended material as experiences of self-regulated play. Contemporary Issues in Early Childhood. https://doi.org/10.1177/14639491231222343 Gao, Y., & Liu, H. (2024). Designing preschool children's educational games: A multi-criteria decision analysis approach. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12345 Marshall, C. (2017). Montessori education: A review of the evidence base. npj Science of Learning, 2(11), 1–9. https://doi.org/10.1038/s41539-017-0007-3 Rinaldi, C., & Vecchi, V. (2021). In dialogue with Reggio Emilia: Listening, researching and learning (2nd ed.). London: Routledge. https://doi.org/10.4324/9780429025999 Nicol, J., & Taplin, L. (2024). Waldorf early childhood care and education in the 21st century. Frontiers in Education, 9, 144–162. https://doi.org/10.3389/feduc.2024.00144 |
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. | ||||||
| 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 | |