Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD PSYCHOLOGY | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Asude ÖZDEMİR |
| Assistant(s) | |
| Aim | The objective of this course is for the student to obtain introductory knowledge of the developmental processes that occur in humans from conception to late childhood. The major goals of the course are: (1) to make you familiar with normal processes of child development; (2) to acquaint you with some of the basic concepts and research methods that are used in the study of child development; (3) to give you an overview of current theories about children's development, as well as to discuss the relations between theories, empirical research strategies, and research results; and (4) to discuss cultural perceptions of child development. |
| Course Content | This course contains; Introduction and Research in Child Development ,Theories of Child Development , Genetics and Prenatal Development , Birth Infants: Physical and Nervous System Development , Infants: Perceptual and Cognitive Development , Infants: Social and Emotional Development ,Infant: Language Development ,Early Childhood: Physical and Cognitive Development ,Early Childhood: Memory and Social Development , Early Childhood: Social/Emotional Development,Middle Childhood: Physical and Cognitive Development ,Middle Childhood: Emotional/Social Development ,Middle Childhood: Moral Development ,Overwiev. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the field of child psychology | 10, 16, 9 | A, E, G |
| Knows the important aspects of child development | 10, 16, 9 | A, E, G |
| Explain the basic concepts of child development | 10, 16, 9 | A, E, G |
| Gives information about the physical and cognitive development of the child | 10, 16, 9 | A, E, G |
| Explain social and emotional development of the child | 10, 16, 9 | A, E, G |
| Discuss the difference between early and middle childhood in terms of developmental areas. | 10, 16, 9 | A, E, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction and Research in Child Development | Reading related resources. Berk (2012). Chapter 1. The field of child development. s. 4-10. |
| 2 | Theories of Child Development | Reading related resources. Berk (2012). Chapter 2. Theory and research in child development. p. 10-38. |
| 3 | Genetics and Prenatal Development | Reading related resources. Berk (2012). Chapter 3. Biological foundations, prenatal development, and birth. p. 72-127. |
| 4 | Birth Infants: Physical and Nervous System Development | Reading related resources. Berk (2012). Infancy: Early Learning, Motor Skills, and Perceptual Capacities. p. 128-174. |
| 5 | Infants: Perceptual and Cognitive Development | Reading related resources. Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives. p. 224-275. |
| 6 | Infants: Social and Emotional Development | Reading related resources. Berk (2012). Emotional development. p. 400-446. |
| 7 | Infant: Language Development | Reading related resources. Berk (2012). Language Development p. 358-400. |
| 8 | Early Childhood: Physical and Cognitive Development | Reading related resources. Berk (2012). Physical Growth. p. 174-223. |
| 9 | Early Childhood: Memory and Social Development | Reading related resources. Berk (2012). Self and Social Understanding. p.446-483. |
| 10 | Early Childhood: Social/Emotional Development | Reading related sresources. Berk (2012). Berk (2012). Development of attachment. p. 428-446. |
| 11 | Middle Childhood: Physical and Cognitive Development | Reading related resources.Berk (2012). Constructing an identity: Who should I become? p. 468-483. |
| 12 | Middle Childhood: Emotional/Social Development | Reading related resources. Berk (2012). Thinking about other people. p. 476-483. |
| 13 | Middle Childhood: Moral Development | Reading related resources. Berk (2012). Moral Development. p. 484- 507. |
| 14 | Overwiev | Overview of the covered contents. |
| Resources |
| Berk, L. (2012). Child Development. 9th edition. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | ||||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | ||||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | ||||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | ||||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | ||||||
| 15 | Knows the characteristics and structure of human language | ||||||
| 16 | Has native like fluency | ||||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 2 | 40 | 80 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 118 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(118/30) | 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 PSYCHOLOGY | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Asude ÖZDEMİR |
| Assistant(s) | |
| Aim | The objective of this course is for the student to obtain introductory knowledge of the developmental processes that occur in humans from conception to late childhood. The major goals of the course are: (1) to make you familiar with normal processes of child development; (2) to acquaint you with some of the basic concepts and research methods that are used in the study of child development; (3) to give you an overview of current theories about children's development, as well as to discuss the relations between theories, empirical research strategies, and research results; and (4) to discuss cultural perceptions of child development. |
| Course Content | This course contains; Introduction and Research in Child Development ,Theories of Child Development , Genetics and Prenatal Development , Birth Infants: Physical and Nervous System Development , Infants: Perceptual and Cognitive Development , Infants: Social and Emotional Development ,Infant: Language Development ,Early Childhood: Physical and Cognitive Development ,Early Childhood: Memory and Social Development , Early Childhood: Social/Emotional Development,Middle Childhood: Physical and Cognitive Development ,Middle Childhood: Emotional/Social Development ,Middle Childhood: Moral Development ,Overwiev. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the field of child psychology | 10, 16, 9 | A, E, G |
| Knows the important aspects of child development | 10, 16, 9 | A, E, G |
| Explain the basic concepts of child development | 10, 16, 9 | A, E, G |
| Gives information about the physical and cognitive development of the child | 10, 16, 9 | A, E, G |
| Explain social and emotional development of the child | 10, 16, 9 | A, E, G |
| Discuss the difference between early and middle childhood in terms of developmental areas. | 10, 16, 9 | A, E, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction and Research in Child Development | Reading related resources. Berk (2012). Chapter 1. The field of child development. s. 4-10. |
| 2 | Theories of Child Development | Reading related resources. Berk (2012). Chapter 2. Theory and research in child development. p. 10-38. |
| 3 | Genetics and Prenatal Development | Reading related resources. Berk (2012). Chapter 3. Biological foundations, prenatal development, and birth. p. 72-127. |
| 4 | Birth Infants: Physical and Nervous System Development | Reading related resources. Berk (2012). Infancy: Early Learning, Motor Skills, and Perceptual Capacities. p. 128-174. |
| 5 | Infants: Perceptual and Cognitive Development | Reading related resources. Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives. p. 224-275. |
| 6 | Infants: Social and Emotional Development | Reading related resources. Berk (2012). Emotional development. p. 400-446. |
| 7 | Infant: Language Development | Reading related resources. Berk (2012). Language Development p. 358-400. |
| 8 | Early Childhood: Physical and Cognitive Development | Reading related resources. Berk (2012). Physical Growth. p. 174-223. |
| 9 | Early Childhood: Memory and Social Development | Reading related resources. Berk (2012). Self and Social Understanding. p.446-483. |
| 10 | Early Childhood: Social/Emotional Development | Reading related sresources. Berk (2012). Berk (2012). Development of attachment. p. 428-446. |
| 11 | Middle Childhood: Physical and Cognitive Development | Reading related resources.Berk (2012). Constructing an identity: Who should I become? p. 468-483. |
| 12 | Middle Childhood: Emotional/Social Development | Reading related resources. Berk (2012). Thinking about other people. p. 476-483. |
| 13 | Middle Childhood: Moral Development | Reading related resources. Berk (2012). Moral Development. p. 484- 507. |
| 14 | Overwiev | Overview of the covered contents. |
| Resources |
| Berk, L. (2012). Child Development. 9th edition. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | ||||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | ||||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | ||||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | ||||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | ||||||
| 15 | Knows the characteristics and structure of human language | ||||||
| 16 | Has native like fluency | ||||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |