Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILDREN in NEED of PROTECTION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Medine Pervin BAYSAN |
| Name of Lecturer(s) | Lect. Medine Pervin BAYSAN |
| Assistant(s) | |
| Aim | Children in need of protection are to provide information about services and procedures for them. |
| Course Content | This course contains; Definition of the child in need of protection, Conditions for the protection and care of children,Studies on children who are in need of protection in Turkey and in the world ,Social policies and legal arrangements for children in need of protection,Child neglect, types of abuse, causes of child protection,What to do during the child's protection, what to do after the child is protected,Children who are guilty of crime, legal regulations for juvenile delinquency,Theoretical approach to the causes of crime and prevention of juvenile delinquency,Types of protection and care for children in need of protection (Models of services for children, nursing homes, male and female guesthouses),Types of protection and care for children in need of protection (models of love homes, children's homes, child support centers),Types of protection and care for children in need of protection (foster family, adoption, service models),The effects and consequences of living in the institution on the children,What careful attention should be paid to the care and education of children in need of protection,Working Children 1,Working Children 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Recognizes children who need protection. | ||
| Knows the characteristics of children who need protection. | ||
| It conveys the laws and the content of the laws regarding children in need of protection. | ||
| Recognizes the care services provided to children in need of protection. | ||
| Explains child neglect and abuse. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the child in need of protection, Conditions for the protection and care of children | "Social Services and Child Protection Agency Law" No. 2828" |
| 2 | Studies on children who are in need of protection in Turkey and in the world | Preparing the related topic from the recommended sources |
| 3 | Social policies and legal arrangements for children in need of protection | "Child Protection Law No. 5395" |
| 4 | Child neglect, types of abuse, causes of child protection | Relevant sections from the book Child Rights and Protection Family Welfare and Protection reading |
| 5 | What to do during the child's protection, what to do after the child is protected | "Child Protection Law No. 5395" |
| 6 | Children who are guilty of crime, legal regulations for juvenile delinquency | "Child Protection Law No. 5395" |
| 7 | Theoretical approach to the causes of crime and prevention of juvenile delinquency | Reading the relevant sections from the Juvenile Delinquency book |
| 8 | Types of protection and care for children in need of protection (Models of services for children, nursing homes, male and female guesthouses) | "Social Services and Child Protection Agency Law" No. 2828" |
| 9 | Types of protection and care for children in need of protection (models of love homes, children's homes, child support centers) | "Social Services and Child Protection Agency Law" No. 2828" |
| 10 | Types of protection and care for children in need of protection (foster family, adoption, service models) | "Social Services and Child Protection Agency Law" No. 2828" |
| 11 | The effects and consequences of living in the institution on the children | Relevant sections from the book Child Rights and Protection Family Welfare and Protection reading |
| 12 | What careful attention should be paid to the care and education of children in need of protection | Relevant sections from the book Child Rights and Protection Family Welfare and Protection reading |
| 13 | Working Children 1 | |
| 14 | Working Children 2 |
| Resources |
| Yavuzer, H. (1999). Çocuk ve Suç. İstanbul: Remzi Kitabevi Gökçe, B. (1971). Gecekondu Gençliği. Ankara: Hacettepe Üniversitesi Yayınları Öğülmüş, S. (1998). Yetiştirme Yurtları. YAVUZER, H.; GÜNGÖRMÜŞ, o.;MİNİBAŞ, j. Suçlu Çocukların Yakın Çevre Özellikleri. Perry, B. (2011). Köpek Gibi Büyütülmüş Çocuk. İstanbul: Kuraldışı Yayıncılık. ASPB resmi internet sitesi, http://www.aile.gov.tr/ Türkiye İstatistik Kurumu resmi sayfası, http://www.tuik.gov.tr/ Türkiye'de Çocukların Durumu Raporu (2011). Unicef. 2828 ve 5395 Sayılı Çocuk Koruma Kanunu, |
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. | X | |||||
| 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. | X | |||||
| 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 | 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. | X | |||||
| 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 | 7 | 4 | 28 | |||
| 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) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| CHILDREN in NEED of PROTECTION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Medine Pervin BAYSAN |
| Name of Lecturer(s) | Lect. Medine Pervin BAYSAN |
| Assistant(s) | |
| Aim | Children in need of protection are to provide information about services and procedures for them. |
| Course Content | This course contains; Definition of the child in need of protection, Conditions for the protection and care of children,Studies on children who are in need of protection in Turkey and in the world ,Social policies and legal arrangements for children in need of protection,Child neglect, types of abuse, causes of child protection,What to do during the child's protection, what to do after the child is protected,Children who are guilty of crime, legal regulations for juvenile delinquency,Theoretical approach to the causes of crime and prevention of juvenile delinquency,Types of protection and care for children in need of protection (Models of services for children, nursing homes, male and female guesthouses),Types of protection and care for children in need of protection (models of love homes, children's homes, child support centers),Types of protection and care for children in need of protection (foster family, adoption, service models),The effects and consequences of living in the institution on the children,What careful attention should be paid to the care and education of children in need of protection,Working Children 1,Working Children 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Recognizes children who need protection. | ||
| Knows the characteristics of children who need protection. | ||
| It conveys the laws and the content of the laws regarding children in need of protection. | ||
| Recognizes the care services provided to children in need of protection. | ||
| Explains child neglect and abuse. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of the child in need of protection, Conditions for the protection and care of children | "Social Services and Child Protection Agency Law" No. 2828" |
| 2 | Studies on children who are in need of protection in Turkey and in the world | Preparing the related topic from the recommended sources |
| 3 | Social policies and legal arrangements for children in need of protection | "Child Protection Law No. 5395" |
| 4 | Child neglect, types of abuse, causes of child protection | Relevant sections from the book Child Rights and Protection Family Welfare and Protection reading |
| 5 | What to do during the child's protection, what to do after the child is protected | "Child Protection Law No. 5395" |
| 6 | Children who are guilty of crime, legal regulations for juvenile delinquency | "Child Protection Law No. 5395" |
| 7 | Theoretical approach to the causes of crime and prevention of juvenile delinquency | Reading the relevant sections from the Juvenile Delinquency book |
| 8 | Types of protection and care for children in need of protection (Models of services for children, nursing homes, male and female guesthouses) | "Social Services and Child Protection Agency Law" No. 2828" |
| 9 | Types of protection and care for children in need of protection (models of love homes, children's homes, child support centers) | "Social Services and Child Protection Agency Law" No. 2828" |
| 10 | Types of protection and care for children in need of protection (foster family, adoption, service models) | "Social Services and Child Protection Agency Law" No. 2828" |
| 11 | The effects and consequences of living in the institution on the children | Relevant sections from the book Child Rights and Protection Family Welfare and Protection reading |
| 12 | What careful attention should be paid to the care and education of children in need of protection | Relevant sections from the book Child Rights and Protection Family Welfare and Protection reading |
| 13 | Working Children 1 | |
| 14 | Working Children 2 |
| Resources |
| Yavuzer, H. (1999). Çocuk ve Suç. İstanbul: Remzi Kitabevi Gökçe, B. (1971). Gecekondu Gençliği. Ankara: Hacettepe Üniversitesi Yayınları Öğülmüş, S. (1998). Yetiştirme Yurtları. YAVUZER, H.; GÜNGÖRMÜŞ, o.;MİNİBAŞ, j. Suçlu Çocukların Yakın Çevre Özellikleri. Perry, B. (2011). Köpek Gibi Büyütülmüş Çocuk. İstanbul: Kuraldışı Yayıncılık. ASPB resmi internet sitesi, http://www.aile.gov.tr/ Türkiye İstatistik Kurumu resmi sayfası, http://www.tuik.gov.tr/ Türkiye'de Çocukların Durumu Raporu (2011). Unicef. 2828 ve 5395 Sayılı Çocuk Koruma Kanunu, |
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. | X | |||||
| 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. | X | |||||
| 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 | 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. | X | |||||
| 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 | |