Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EARLY INTERVENTION I | - | Fall 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 | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | Objective of this course is to learn and implement early intervention service and components |
| Course Content | This course contains; Early Intervention and definition,Project of Early Intervention,Project of Early Intervention,Early Intervention services,Early intervention services,Developments of early intervention in the world,Purposes of Early Intervention,Developments of early intervention in the world,presentation,Projects of early childhood,Projects of early childhood,Individual Family Service Plan,Individual Family Service Plan, application,Components of early intervention,Alternative of Early Intervention Service. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains issues related to early intervention services, their purposes and practices. | 10, 12, 16, 19, 5, 9 | F |
| Explains the details of early intervention. | 10, 12, 16, 19, 5, 9 | F |
| Determines their ability to implement the early intervention service plan and stages. | 10, 12, 16, 19, 5, 9 | F |
| Evaluates the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | 10, 12, 16, 19, 5, 9 | F |
| In line with the theoretical and practical knowledge gained in the field of child development, it defines the skills of preparing developmental evaluation and support programs for typical and atypical children with different methods and tools, providing family counseling and informing the society. | 10, 12, 16, 19, 5, 9 | F |
| Takes responsibility and defines its role in trans-disciplinary studies in the field of child development. | 10, 12, 16, 19, 5, 9 | F |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early Intervention and definition | No preliminary |
| 2 | Project of Early Intervention | Preparation of the related subject from the recommended sources |
| 3 | Project of Early Intervention | Preparation of the related subject from the recommended sources |
| 4 | Early Intervention services | Preparation of the related subject from the recommended sources |
| 5 | Early intervention services | Preparation of the related subject from the recommended sources |
| 6 | Developments of early intervention in the world | Preparation of the related subject from the recommended sources |
| 7 | Purposes of Early Intervention | Preparation of the related subject from the recommended sources |
| 8 | Developments of early intervention in the world,presentation | Preparation of the related subject from the recommended sources |
| 9 | Projects of early childhood | Preparation of the related subject from the recommended sources |
| 10 | Projects of early childhood | Preparation of the related subject from the recommended sources |
| 11 | Individual Family Service Plan | Preparation of the related subject from the recommended sources |
| 12 | Individual Family Service Plan, application | Preparation of the related subject from the recommended sources |
| 13 | Components of early intervention | Preparation of the related subject from the recommended sources |
| 14 | Alternative of Early Intervention Service | Preparation of the related subject from the recommended sources |
| Resources |
| Allen, S. F. (2007). Parents? Perceptions of Intervention Practices in Home Visiting Programs. Infant and Young Children, 20(3), 266-281. Bahr, M. W., Walker, K., Hampton, E. M., Buddle, B. S., Freeman, T., Ruschman, N., et al. (2006). Creative Problem Solving for General Education Intervention Teams. Remedial and Special Education, 27(1), 27-41. Chai, A. Y., Zhang, C., & Bisberg, M. (2006). Rethinking Natural Environment Practice: Implications from Examining Various Interpretations and Approaches. Early Childhood Education Journal, 34( 3), December, 203-208. Dunst, C.J., Trivette, C. M., Hamby, D. W., & Bruder, M. B. (2006). Influences of Contrasting Natural Learning Environment Experiences on Child, Parent and Family Well-Being. Journal of Developmental and Physical Disabilities, 18(3), 235-250. |
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. | 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. | X | |||||
| 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. | ||||||
| 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 | 7 | 4 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 7 | 14 | |||
| 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) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 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 |
|---|---|---|---|---|---|
| EARLY INTERVENTION I | - | Fall 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 | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | Objective of this course is to learn and implement early intervention service and components |
| Course Content | This course contains; Early Intervention and definition,Project of Early Intervention,Project of Early Intervention,Early Intervention services,Early intervention services,Developments of early intervention in the world,Purposes of Early Intervention,Developments of early intervention in the world,presentation,Projects of early childhood,Projects of early childhood,Individual Family Service Plan,Individual Family Service Plan, application,Components of early intervention,Alternative of Early Intervention Service. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains issues related to early intervention services, their purposes and practices. | 10, 12, 16, 19, 5, 9 | F |
| Explains the details of early intervention. | 10, 12, 16, 19, 5, 9 | F |
| Determines their ability to implement the early intervention service plan and stages. | 10, 12, 16, 19, 5, 9 | F |
| Evaluates the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | 10, 12, 16, 19, 5, 9 | F |
| In line with the theoretical and practical knowledge gained in the field of child development, it defines the skills of preparing developmental evaluation and support programs for typical and atypical children with different methods and tools, providing family counseling and informing the society. | 10, 12, 16, 19, 5, 9 | F |
| Takes responsibility and defines its role in trans-disciplinary studies in the field of child development. | 10, 12, 16, 19, 5, 9 | F |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early Intervention and definition | No preliminary |
| 2 | Project of Early Intervention | Preparation of the related subject from the recommended sources |
| 3 | Project of Early Intervention | Preparation of the related subject from the recommended sources |
| 4 | Early Intervention services | Preparation of the related subject from the recommended sources |
| 5 | Early intervention services | Preparation of the related subject from the recommended sources |
| 6 | Developments of early intervention in the world | Preparation of the related subject from the recommended sources |
| 7 | Purposes of Early Intervention | Preparation of the related subject from the recommended sources |
| 8 | Developments of early intervention in the world,presentation | Preparation of the related subject from the recommended sources |
| 9 | Projects of early childhood | Preparation of the related subject from the recommended sources |
| 10 | Projects of early childhood | Preparation of the related subject from the recommended sources |
| 11 | Individual Family Service Plan | Preparation of the related subject from the recommended sources |
| 12 | Individual Family Service Plan, application | Preparation of the related subject from the recommended sources |
| 13 | Components of early intervention | Preparation of the related subject from the recommended sources |
| 14 | Alternative of Early Intervention Service | Preparation of the related subject from the recommended sources |
| Resources |
| Allen, S. F. (2007). Parents? Perceptions of Intervention Practices in Home Visiting Programs. Infant and Young Children, 20(3), 266-281. Bahr, M. W., Walker, K., Hampton, E. M., Buddle, B. S., Freeman, T., Ruschman, N., et al. (2006). Creative Problem Solving for General Education Intervention Teams. Remedial and Special Education, 27(1), 27-41. Chai, A. Y., Zhang, C., & Bisberg, M. (2006). Rethinking Natural Environment Practice: Implications from Examining Various Interpretations and Approaches. Early Childhood Education Journal, 34( 3), December, 203-208. Dunst, C.J., Trivette, C. M., Hamby, D. W., & Bruder, M. B. (2006). Influences of Contrasting Natural Learning Environment Experiences on Child, Parent and Family Well-Being. Journal of Developmental and Physical Disabilities, 18(3), 235-250. |
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. | 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. | X | |||||
| 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. | ||||||
| 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 | |