Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILDREN and PLAY | - | 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. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Aziz KÜÇÜKKELEPÇE |
| Assistant(s) | |
| Aim | To provide comprehensive information about the play that is an important part of the lives of children. |
| Course Content | This course contains; Description of the game,history of play,Theories on play,Classifications, types and stages of play,Contributions of play to the child development according to specific developmental areas,Special topics and presentations in the field of children and playgrounds,Special topics and presentations in the field of children and playgrounds,Toys and play materials ,Toy Safety,Development of/choosing play to support specific developmental areas ,Arrangement of Play Areas ,Toy design, development and presentation,Toy design, development and presentation,Toy design, development and presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Learns the importance of play and its meaning in the child's world. | 16, 5, 9 | A |
| Gains knowledge about theories about children and play. | 10, 16, 9 | A |
| Student Internalizes, generalizes and exhibit learnings of advanced theoretical and practical knowledge which he/she gained in the field of child development. | 10, 16, 9 | A |
| Student plans, implements and evaluates professional projects, researches, and activities and monitor the process for the social environment with the awareness of social responsibility. | 10, 16, 9 | A, E |
| Student knows the child's developmental stages and plans appropriate game activities for these stages. | 10, 16, 9 | A |
| Student knows the therapeutic value of the game and uses it as a game tool to understand the inner world of the child. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Description of the game | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 2 | history of play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 3 | Theories on play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 4 | Classifications, types and stages of play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 5 | Contributions of play to the child development according to specific developmental areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 6 | Special topics and presentations in the field of children and playgrounds | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 7 | Special topics and presentations in the field of children and playgrounds | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 8 | Toys and play materials | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 9 | Toy Safety | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 10 | Development of/choosing play to support specific developmental areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 11 | Arrangement of Play Areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 12 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 13 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 14 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| Resources |
| Prof. Dr. Ayşe Belgin Aksoy, Çocuk ve Oyun, Hedef Yayınları |
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. | 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. | X | |||||
| 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. | X | |||||
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 | 3 | 6 | 18 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 2 | 2 | |||
| General Exam | 1 | 2 | 2 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 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 and PLAY | - | 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. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Aziz KÜÇÜKKELEPÇE |
| Assistant(s) | |
| Aim | To provide comprehensive information about the play that is an important part of the lives of children. |
| Course Content | This course contains; Description of the game,history of play,Theories on play,Classifications, types and stages of play,Contributions of play to the child development according to specific developmental areas,Special topics and presentations in the field of children and playgrounds,Special topics and presentations in the field of children and playgrounds,Toys and play materials ,Toy Safety,Development of/choosing play to support specific developmental areas ,Arrangement of Play Areas ,Toy design, development and presentation,Toy design, development and presentation,Toy design, development and presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Learns the importance of play and its meaning in the child's world. | 16, 5, 9 | A |
| Gains knowledge about theories about children and play. | 10, 16, 9 | A |
| Student Internalizes, generalizes and exhibit learnings of advanced theoretical and practical knowledge which he/she gained in the field of child development. | 10, 16, 9 | A |
| Student plans, implements and evaluates professional projects, researches, and activities and monitor the process for the social environment with the awareness of social responsibility. | 10, 16, 9 | A, E |
| Student knows the child's developmental stages and plans appropriate game activities for these stages. | 10, 16, 9 | A |
| Student knows the therapeutic value of the game and uses it as a game tool to understand the inner world of the child. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Description of the game | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 2 | history of play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 3 | Theories on play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 4 | Classifications, types and stages of play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 5 | Contributions of play to the child development according to specific developmental areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 6 | Special topics and presentations in the field of children and playgrounds | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 7 | Special topics and presentations in the field of children and playgrounds | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 8 | Toys and play materials | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 9 | Toy Safety | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 10 | Development of/choosing play to support specific developmental areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 11 | Arrangement of Play Areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 12 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 13 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 14 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| Resources |
| Prof. Dr. Ayşe Belgin Aksoy, Çocuk ve Oyun, Hedef Yayınları |
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. | 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. | X | |||||
| 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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |