Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD and MEDIA | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Aziz KÜÇÜKKELEPÇE |
| Assistant(s) | |
| Aim | To teach to learn the importance of media and to be ready to take responsibility as a child development specialist. |
| Course Content | This course contains; Basic concepts about media,The functions of media,Cliches, prejudice and bias of media,Child news and perspective about child in newspaper, book, journal, brochure, billboard, radio, film, television and internet/ representation of children in media,Representation of children in media / Discussion,Form, frequency and lenght of children?s usage of newspaper, journal, brochure, billborad, radio, film, television and internet Effects of newspaper, journal, brochure, billborad, radio, film, television and internet on children ,Examination of newspaper, journal, book, brochure, radio, film, television, internet prepared for children o Benefits o Disadvantages,Examination of newspaper, journal, book, brochure, radio, film, television, internet prepared for children / Assignment,Role and importance of child development specialist on media,Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society,Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society,Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society,Search the books and articles about the subject,Media examples suitable for children with child development awareness and sensitivity preparing, presenting, discussing a proposal. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| You can understand the representation of the child in the media and how the media affects the child evaluates its effects. | 10, 2, 9 | A |
| Be able to define basic concepts about media. | 10, 2, 9 | A |
| Be able to realize functions, prejudices, and bias of media. | 10, 2, 9 | A, E |
| As a child development specialist, I have the necessary knowledge about media and children. improves sensitivity. | 10, 2, 9 | A |
| Able to realize the duty of raising awareness in the necessary segments of society and prepares to take responsibility. | 10, 2, 9 | A |
| Teaching Methods: | 10: Discussion Method, 2: Project Based Learning Model, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts about media | Preparation of the related subject from the recommended sources |
| 2 | The functions of media | Preparation of the related subject from the recommended sources |
| 3 | Cliches, prejudice and bias of media | Önerilen kaynaklardan ilgili konuya hazırlanılması |
| 4 | Child news and perspective about child in newspaper, book, journal, brochure, billboard, radio, film, television and internet/ representation of children in media | Preparation of the related subject from the recommended sources |
| 5 | Representation of children in media / Discussion | Preparation of the related subject from the recommended sources |
| 6 | Form, frequency and lenght of children?s usage of newspaper, journal, brochure, billborad, radio, film, television and internet Effects of newspaper, journal, brochure, billborad, radio, film, television and internet on children | Preparation of the related subject from the recommended sources |
| 7 | Examination of newspaper, journal, book, brochure, radio, film, television, internet prepared for children o Benefits o Disadvantages | Preparation of the related subject from the recommended sources |
| 8 | Examination of newspaper, journal, book, brochure, radio, film, television, internet prepared for children / Assignment | Preparation of the related subject from the recommended sources |
| 9 | Role and importance of child development specialist on media | Preparation of the related subject from the recommended sources |
| 10 | Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society | Preparation of the related subject from the recommended sources |
| 11 | Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society | Preparation of the related subject from the recommended sources |
| 12 | Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society | Preparation of the related subject from the recommended sources |
| 13 | Search the books and articles about the subject | Preparation of the related subject from the recommended sources |
| 14 | Media examples suitable for children with child development awareness and sensitivity preparing, presenting, discussing a proposal | Preparation of the related subject from the recommended sources |
| Resources |
| 2. Ertürk, Yıldız Dilek; Akkor Gül, Ayşen. (2006), Çocuğunuzu Televizyona teslim Etmeyin, Nobel Yayın, Ankara. İçin Akçalı, Selda (Ed). (2009), Çocuk ve Medya, Nobel Yayın Dağıtım, Ankara. Lemish, Dafna. (2007), Children and Television, Blackwell Publishing, Singapore. Schneider, Cy.(1987), Children?s Television, NTC Business Books, USA. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 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 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 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. | ||||||
| 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. | X | |||||
| 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. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | X | |||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 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. | X | |||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
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 | 2 | 28 | |||
| Guided Problem Solving | 5 | 4 | 20 | |||
| 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 | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 68 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(68/30) | 2 | |||||
| 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 and MEDIA | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Aziz KÜÇÜKKELEPÇE |
| Assistant(s) | |
| Aim | To teach to learn the importance of media and to be ready to take responsibility as a child development specialist. |
| Course Content | This course contains; Basic concepts about media,The functions of media,Cliches, prejudice and bias of media,Child news and perspective about child in newspaper, book, journal, brochure, billboard, radio, film, television and internet/ representation of children in media,Representation of children in media / Discussion,Form, frequency and lenght of children?s usage of newspaper, journal, brochure, billborad, radio, film, television and internet Effects of newspaper, journal, brochure, billborad, radio, film, television and internet on children ,Examination of newspaper, journal, book, brochure, radio, film, television, internet prepared for children o Benefits o Disadvantages,Examination of newspaper, journal, book, brochure, radio, film, television, internet prepared for children / Assignment,Role and importance of child development specialist on media,Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society,Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society,Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society,Search the books and articles about the subject,Media examples suitable for children with child development awareness and sensitivity preparing, presenting, discussing a proposal. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| You can understand the representation of the child in the media and how the media affects the child evaluates its effects. | 10, 2, 9 | A |
| Be able to define basic concepts about media. | 10, 2, 9 | A |
| Be able to realize functions, prejudices, and bias of media. | 10, 2, 9 | A, E |
| As a child development specialist, I have the necessary knowledge about media and children. improves sensitivity. | 10, 2, 9 | A |
| Able to realize the duty of raising awareness in the necessary segments of society and prepares to take responsibility. | 10, 2, 9 | A |
| Teaching Methods: | 10: Discussion Method, 2: Project Based Learning Model, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts about media | Preparation of the related subject from the recommended sources |
| 2 | The functions of media | Preparation of the related subject from the recommended sources |
| 3 | Cliches, prejudice and bias of media | Önerilen kaynaklardan ilgili konuya hazırlanılması |
| 4 | Child news and perspective about child in newspaper, book, journal, brochure, billboard, radio, film, television and internet/ representation of children in media | Preparation of the related subject from the recommended sources |
| 5 | Representation of children in media / Discussion | Preparation of the related subject from the recommended sources |
| 6 | Form, frequency and lenght of children?s usage of newspaper, journal, brochure, billborad, radio, film, television and internet Effects of newspaper, journal, brochure, billborad, radio, film, television and internet on children | Preparation of the related subject from the recommended sources |
| 7 | Examination of newspaper, journal, book, brochure, radio, film, television, internet prepared for children o Benefits o Disadvantages | Preparation of the related subject from the recommended sources |
| 8 | Examination of newspaper, journal, book, brochure, radio, film, television, internet prepared for children / Assignment | Preparation of the related subject from the recommended sources |
| 9 | Role and importance of child development specialist on media | Preparation of the related subject from the recommended sources |
| 10 | Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society | Preparation of the related subject from the recommended sources |
| 11 | Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society | Preparation of the related subject from the recommended sources |
| 12 | Function of child developmental specialist on formulation of parents, educators, media bosses and employers and other parts of society | Preparation of the related subject from the recommended sources |
| 13 | Search the books and articles about the subject | Preparation of the related subject from the recommended sources |
| 14 | Media examples suitable for children with child development awareness and sensitivity preparing, presenting, discussing a proposal | Preparation of the related subject from the recommended sources |
| Resources |
| 2. Ertürk, Yıldız Dilek; Akkor Gül, Ayşen. (2006), Çocuğunuzu Televizyona teslim Etmeyin, Nobel Yayın, Ankara. İçin Akçalı, Selda (Ed). (2009), Çocuk ve Medya, Nobel Yayın Dağıtım, Ankara. Lemish, Dafna. (2007), Children and Television, Blackwell Publishing, Singapore. Schneider, Cy.(1987), Children?s Television, NTC Business Books, USA. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 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 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 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. | ||||||
| 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. | X | |||||
| 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. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | X | |||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 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. | X | |||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |