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Aim

Child Development Department will be able to diagnose and evaluate the development of 0-18 age group children and adolescents with normal development, special needs, acute and chronic diseases, in need of protection and under developmental risk, who will take part in health and social areas, and provide family counseling, developmental support programs. It aims to raise child developmentalists who can prepare and apply technological and scientific methods and techniques, adopt an eclectic approach and adhere to ethical values.

Qualification Awarded

First Cycle (Bachelor's Degree)

Registration and Admission Requirements

Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YKS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YKS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.

Graduation Requirements

Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.

Recognition of Prior Learning

Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.

Lesson Plan - ECTS Credits

* The courses indicated in this course table shows current course plan information in Student Affairs.

** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.

*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.

Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.

Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ÇGL1113730INTRODUCTION to CHILD DEVELOPMENT ITurkish336
ÇGL1113740FAMILY LIFE CYCLE and FAMILY RELATIONS Turkish222
ÇGL1171050GENERAL ANATOMYTurkish224
ÇGL1115000COMMUNICATION in HEALTH SERVICESTurkish222
ÇGL1182330MEDICAL BIOLOGY and GENETICSTurkish334
ÇGL1114110INTRODUCTION to SOCIOLOGYTurkish222
ATA1110800HISTORY of the TURKISH REPUBLIC ITurkish222
İNG1111200ENGLISH IEnglish444
TDL1110200TURKISH LANGUAGE ITurkish222
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ÇGL1211800INFORMATION TECHNOLOGIES and TOOLS ITurkish222
ÇGL1213750CHILD DEVELOPMENT IITurkish336
ÇGL1271060INTRODUCTION to ANTROLOPOGYTurkish224
ÇGL1216000MEDICAL FIRST AIDTurkish222
ÇGL1217000BEHAVIORAL SCIENCESTurkish222
ÇGL1282310PHYSIOLOGY Turkish334
ATA1210000HISTORY of the TURKISH REPUBLIC IITurkish222
İNG1211300ENGLISH IIEnglish444
TDL1220000TURKISH LANGUAGE IITurkish222

Program Qualification

Theoretical, Factual

PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources.
PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development.
PQ-3. Gains knowledge of children's development, learning characteristics and difficulties.


Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram Qualification
KNOWLEDGE
Theoretical, Factual

1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level.

1 - PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources.

2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.

2 - PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development.

3-Defining the importance of ethical principles and ethical committees for individuals and society.

1 - PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources.

5 - PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society.

SKILLS
Cognitive, Practical

1- Interpreting and evaluating data using basic knowledge and skills acquired in the field of health, identifying and analyzing problems and taking part/responsibility in studies planned for solution.

4 - PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork.

2- Using basic computer programs and related technologies related to the field of health.

12 - PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process.



11 - PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned.



6 - PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach.

4 - PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork.

13 - PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.

COMPETENCIES
Ability to work independently and take responsibility

1- Carrying out a given task independently by using the basic knowledge it has about the field of health.

4 - PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork.

2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.

4 - PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork.

7 - PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively.

3- Carrying out activities for the development of employees within the framework of a project under its responsibility.

12 - PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process.



12 - PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process.

Learning Competence

1- Evaluating the basic knowledge and skills with a critical approach.

9 - PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning.

2- Being able to determine learning needs and directing learning.

11 - PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned.

3- Consciousness of lifelong learning.

1 - PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources.



10 - PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information.



10 - PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information.

Communication and Social Competence

1- Informing the relevant persons and institutions by using the basic knowledge and skills in the field of health, and conveying his/her thoughts and solution suggestions for problems in writing and verbally.

5 - PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society.

13 - PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.

2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.

13 - PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.

3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.

12 - PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process.

4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.

7 - PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively.

5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.

1 - PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources.

6-It is monitoring the events on the agenda of the society and the world in the field of health and is sensitive to developments.

12 - PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process.



10 - PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information.



10 - PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information.



11 - PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned.

1 - PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources.

5 - PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society.

Field-based Competence

1- Acting in accordance with social, scientific, cultural and ethical values during the stages of collecting, interpreting, applying and announcing the results of data related to the health field.

4 - PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork.

14 - PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation.

2- Acting in accordance with quality management and processes and participates in these processes.

15 - PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes.

3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.

15 - PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes.

4- As an individual, he/she is acting in accordance with the laws, regulations, legislation and professional ethics rules related to his/her duties, rights and responsibilities.

14 - PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation.

5-It is an example to society with its appearance, attitude, attitudes and behaviors.

14 - PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation.

12 - PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process.

5 - PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society.

6-Having experience in working with other health disciplines.

12 - PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process.

15 - PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes.

7- Developing solution suggestions by considering professional and ethical values.

1 - PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources.



5 - PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society.

4 - PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork.

12 - PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process.

14 - PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation.

Employment Opportunities

Graduates can work in public institutions, private sector, research institutes or universities.

Upgrading

Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.

Type of Training

Full Time

Assessment and Evaluation

Success in a course is determined by the course grade. The course success grade is obtained by evaluating the student's success in midterms and homework that replaces the midterm exam, applied studies, group work and similar studies, and the general exam together. A student who does not get at least 50 points in the general exam, valid for all courses, is considered unsuccessful in that course. In order to be successful in the course, it is necessary to have at least 60 points or a success coefficient of 2.27 at the end of the semester.

Head of Department/Program

Head Of Department

Prof.Dr. Arzu YÜKSELEN

Learning Experiences

Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:

Learning Experiences *

Learning Activities

Tools Used

Discussion Method

Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments.

Demonstration Method

The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice.

Real tools or model tools and equipment, multimedia tools, videos and animations), computer.

Problem Solving Method

Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study

Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer

Case Study Method

Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation.

Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments.

Self Study Method

Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance.

Library, e-library, laboratory, workshop

Role Play and Drama Technique

Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students.

Script text, theater, classroom, conference room, video and audio, visual recordings.

Question - Answer Technique

Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers

Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations)

Experimental Technique

Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment.

Laboratory, workshop, application areas, computer software, standard classroom technologies.

Brainstorming Technique

Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments.

Project Based Learning Model

Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products

Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Reverse Brainstorming Technique

Identifying problems, sorting problems, classifying problems

Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments

Simulation Technique

Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices.

Simulation environment, Computer

Concept Map Technique

Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework

Concept maps

Problem Baded Learning Model

Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions

Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Computer-Internet Supported Instruction

Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills.

Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc.

Inquiry-Based Learning

Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Cooperative Learning

Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together.

In-class and out-of-class, in-school and out-of- school environments.

Experiential Learning

Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment.

Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools

Flipped Classroom Learning

Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed.

Video recordings, online environments, classroom

Lecture Method

Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied)

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Traditional Written Exam

Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis.

Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys

Homework

It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject.

Library, e-library, books, articles

Project Task

Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report

Internet databases, library databases, e-mail, textbooks, or supplementary books

Quiz

It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades.

Worksheets, question bank, question pool, answer key

Performance Task

It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks.

Problem scenario texts, checklists, rubrics, grading scales

Course - Program Competencies Relations

Course123456789101112131415
ACADEMIC WRITING and PRESENTATION TECHNIQUES200000000500000
APPLICATIONS of COMMUNITY SERVICE453543555445555
AUTISM555050005050000
BEHAVIORAL PROBLEMS and MANAGEMENT555555555550000
BEHAVIORAL SCIENCES000200001101020
BIOISTATISTICS220000000000010
BRAIN DEVELOPMENT555323335333422
CHILD and CRIME000000550055500
CHILD and MEDIA032020334522000
CHILD and MUSIC303440155453000
CHILD DEVELOPMENT II555554555553543
CHILD HEALTH and DISEASES500500500555500
CHILD RIGHTS and LAW550000544454554
CHILD with PICTURES444123103440000
CHILDREN and PLAY443343555554422
CHILDREN in HOSPITAL and HEALTH INSTITUTIONS555555555550000
CHILDREN in NEED of PROTECTION231200122212400
CHILDREN in TURKISH SOCIETY and DIFFERENT CULTURES 543555555550000
CHILDREN, ART and CREATIVITY431200040032000
CHILDREN'S LITERATURE442322314543222
COGNITIVE DEVELOPMENT505500500550500
COMMUNICATION in HEALTH SERVICES000010202001111
COMMUNICATION with CHILDREN443334555553322
CREATIVE DRAMA505550055555000
DEVEL. ASSESSMENT, DIAGNOSIS and SCREENING II055555454455550
DEVELOP. ASSESSMENT and OBSERVATION TECHN.555555555550505
DEVELOP. ASSESSMENT, DIAGNOSIS and SCREENING I054555455450550
DEVELOPMENT TEORIES555535355555555
DEVELOPMENTAL and SUPPORT PROGRAMS in SCHOOL AGE and ADOLESCENCE445454555555300
DEVELOPMENTAL DIAGNOSIS and ASSESSMENT METHODS551555055450005
DEVELOPMENTAL PSHYCOLOGY II555555555554532
DEVELOPMENTAL PSYCHOLOGY I545445445534321
DEVELOPMENTAL PSYCHOPATHOLOGY455354105020000
DEVELOPMENTAL SUPPORT PROGRAM in INFANCY555555555555000
DEVELOPMENTAL SUPPORT PROGRAM in PRESCHOOL EDU.555555055555000
EARLY INTERVENTION I525555543015000
EARLY INTERVENTION II555555555555050
EDUCATIONAL APPROACHES223001002110000
ENGLISH I010410100300010
ENGLISH II320000000400000
ENGLISH III010410100300010
ENGLISH IV010410100300010
FAMILY COUNSELING050055503000055
FAMILY LIFE CYCLE and FAMILY RELATIONS 552334333352324
FAMILY PLANNING EDUCATION500050400004005
FİELDWORK in HEALTH INSTITUTIONS 444555450055455
GENERAL ANATOMY101000102000000
HEALTH and ETHICS110021343314452
HEARING IMPAIRMENT555555555550505
HISTORY of the TURKISH REPUBLIC II000000001101000
HISTORY of the TURKISH REPUBLIC I000000001101000
INDIVIDUALIZED EDUCATION PROGRAM555555555555505
INFANCY PRACTICE555550005550050
INFORMATION TECHNOLOGIES and TOOLS I000000001300000
INTRODUCTION to ANTROLOPOGY400000000500000
INTRODUCTION to CHILD DEVELOPMENT I545443424243324
INTRODUCTION to SOCIOLOGY000000005401031
KIDS YOGA300000500343000
LANGUAGE DEVELOPMENT525510500550500
LEARNING DIFFICULTIES005555044545000
MAINSTRAMING345505454550500
MEDICAL BIOLOGY and GENETICS101201111103200
MEDICAL FIRST AID452232324442334
MENTAL DISORDER005055550050000
MOTHER and CHILD NUTRITION500040550035000
NEUROLOGICAL DEVELOPMENT435545434452322
OCCUPATIONAL REGULATION and MANAGEMENT440000005500555
PHYSICAL DISABILITY445555444450000
PHYSICAL GROWTH and MOTOR DEVELOPMENT354544554243534
PHYSIOLOGY 101100102000000
PRESCHOOL PRACTICE555550005550050
PROFESSIONAL QUALIFICATION 444555044450000
PROGRAM DEVELOPMENT in EARLY CHILDHOOD PERIOD555550055055000
RESEARCH METHODS550050054450500
SEMINAR550005055550000
SENSORY DEVELOPMENT in INFANCY553052500050500
SOCIAL DEVELOPMENT544454435540334
SPECIAL EDUCATION PRACTICES I045555454055450
SPECIAL EDUCATION PRACTICES II005555545044450
SPECIAL TALENTED CHILDREN445555444450000
SUMMER PRACTICES445455554455555
THESIS STUDY555555555555055
TURKISH LANGUAGE I020000000000050
TURKISH LANGUAGE II050000000000050
VISUAL IMPAIRMENT005555004040400
İlişkili Ders Sayısı / 85/85265251239246249207226228263259279167161132104

Surveys for Students

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Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar.
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur.
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur.
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır.
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir.
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir.
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir.
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır.
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır.
Derse düzenli olarak gelir ve zamanı etkin kullanır.
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır.
Güncel konular hakkında öğrencileri bilgilendirir.
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder.
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur.
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur.
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır.
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir.
Ders güncel konu ve konuklarla desteklenir.
Yukarıdaki sorular dışında iletmek istedikleriniz

Numerical Data

Number of Students by years

Student Success

Graduate Success

Ekleme Tarihi: 04/01/2023 - 16:27Son Güncelleme Tarihi: 04/01/2023 - 16:28