Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LANGUAGE DEVELOPMENT | - | Spring Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To learn the basic language skills and order gain in childhood |
| Course Content | This course contains; The relationship between mental development and language development,Basics of communication, language, speech: Communication,Basics of communication, language, speech: Language,Basics of communication, language, speech: Speech,Early language development,Theoretical perspectives of the language development: Nativism,Theoretical perspectives of the language development: Socio-cultural approach,Theoretical perspectives of the language development: Cognitive Theory,Components of the language,Phonology and Morphology,Syntax and Semantics,Pragmatics,Assessment of language development,Childhood language and speech disorders . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Knows the basics of phonology, morphology, and pragmatics | 16, 19, 9 | G |
| Defines the stages of language acquisition. | 16, 19, 9 | G |
| Explains the components of language. | 16, 19, 9 | G |
| Explains the concepts of communication, language and speech. | 16, 9 | G |
| Defines the relationship between mental development and language development. | 13, 16, 19, 9 | G |
| Describes the basic assumptions of theoretical perspectives on language development. | 16, 9 | G |
| Explain the types of childhood language disorders. | 13, 16, 19, 9 | G |
| Evaluates other related professions and the importance of interdisciplinary work. | 12, 13, 16, 19, 9 | G |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The relationship between mental development and language development | Should read the relevant chapter/s from the sourcebook/s |
| 2 | Basics of communication, language, speech: Communication | Should read the relevant chapter/s from the sourcebook/s |
| 3 | Basics of communication, language, speech: Language | Should read the relevant chapter/s from the sourcebook/s |
| 4 | Basics of communication, language, speech: Speech | Should read the relevant chapter/s from the sourcebook/s |
| 5 | Early language development | Should read the relevant chapter/s from the sourcebook/s |
| 6 | Theoretical perspectives of the language development: Nativism | Should read the relevant chapter/s from the sourcebook/s |
| 7 | Theoretical perspectives of the language development: Socio-cultural approach | Should read the relevant chapter/s from the sourcebook/s |
| 8 | Theoretical perspectives of the language development: Cognitive Theory | Should read the relevant chapter/s from the sourcebook/s |
| 9 | Components of the language | Should read the relevant chapter/s from the sourcebook/s |
| 10 | Phonology and Morphology | Should read the relevant chapter/s from the sourcebook/s |
| 11 | Syntax and Semantics | Should read the relevant chapter/s from the sourcebook/s |
| 12 | Pragmatics | Should read the relevant chapter/s from the sourcebook/s |
| 13 | Assessment of language development | Should read the relevant chapter/s from the sourcebook/s |
| 14 | Childhood language and speech disorders | Should read the relevant chapter/s from the sourcebook/s |
| Resources |
| Owens, R. (2001) Language Development: An Introduction. 5th Ed. Allyn and Bacon, MA. |
| 1. Owens, R. (2001) Language Development: An Introduction. 5th Ed. Allyn and Bacon, MA. 2. Paul, R. (1996) Language Disorders. Assessment and Evaluation: Infancy through adolescent, Mosby. 3. Maviş,İ., ?Çocukta anlambilgisi gelişimi? Dil ve Kavram Gelişimi, ed. S.Topbaş, Böl.6, 106-123, Kök Yayınları, Ankara, 2005. 4. Maviş,İ., ?Çocukta dil edinim kuramları? Dil ve Kavram Gelişimi, ed. S.Topbaş, Böl.3, 31-61, Kök Yayınları, Ankara, 2005. 5. Turan, F., Akoğlu, G. (2011). İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar ve Eğitimleri. BAYKOÇ, N. (Editör). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap Yay.s. 335-359. 6. Turan, F.(2012). İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar , Metin E.N.(Editör). Özel Gereksinimli Çocuklar. Ankara. 7. Korkmaz, B. (2005). Dil ve Beyin; Çocuklarda Dil ve Konuşma Bozuklukları. Yüce Yayım, İstanbul. |
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. | ||||||
| 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. | ||||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | ||||||
| 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. | ||||||
| 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 | 3 | 42 | |||
| Guided Problem Solving | 7 | 6 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 8 | 16 | |||
| 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) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| LANGUAGE DEVELOPMENT | - | Spring Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To learn the basic language skills and order gain in childhood |
| Course Content | This course contains; The relationship between mental development and language development,Basics of communication, language, speech: Communication,Basics of communication, language, speech: Language,Basics of communication, language, speech: Speech,Early language development,Theoretical perspectives of the language development: Nativism,Theoretical perspectives of the language development: Socio-cultural approach,Theoretical perspectives of the language development: Cognitive Theory,Components of the language,Phonology and Morphology,Syntax and Semantics,Pragmatics,Assessment of language development,Childhood language and speech disorders . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Knows the basics of phonology, morphology, and pragmatics | 16, 19, 9 | G |
| Defines the stages of language acquisition. | 16, 19, 9 | G |
| Explains the components of language. | 16, 19, 9 | G |
| Explains the concepts of communication, language and speech. | 16, 9 | G |
| Defines the relationship between mental development and language development. | 13, 16, 19, 9 | G |
| Describes the basic assumptions of theoretical perspectives on language development. | 16, 9 | G |
| Explain the types of childhood language disorders. | 13, 16, 19, 9 | G |
| Evaluates other related professions and the importance of interdisciplinary work. | 12, 13, 16, 19, 9 | G |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The relationship between mental development and language development | Should read the relevant chapter/s from the sourcebook/s |
| 2 | Basics of communication, language, speech: Communication | Should read the relevant chapter/s from the sourcebook/s |
| 3 | Basics of communication, language, speech: Language | Should read the relevant chapter/s from the sourcebook/s |
| 4 | Basics of communication, language, speech: Speech | Should read the relevant chapter/s from the sourcebook/s |
| 5 | Early language development | Should read the relevant chapter/s from the sourcebook/s |
| 6 | Theoretical perspectives of the language development: Nativism | Should read the relevant chapter/s from the sourcebook/s |
| 7 | Theoretical perspectives of the language development: Socio-cultural approach | Should read the relevant chapter/s from the sourcebook/s |
| 8 | Theoretical perspectives of the language development: Cognitive Theory | Should read the relevant chapter/s from the sourcebook/s |
| 9 | Components of the language | Should read the relevant chapter/s from the sourcebook/s |
| 10 | Phonology and Morphology | Should read the relevant chapter/s from the sourcebook/s |
| 11 | Syntax and Semantics | Should read the relevant chapter/s from the sourcebook/s |
| 12 | Pragmatics | Should read the relevant chapter/s from the sourcebook/s |
| 13 | Assessment of language development | Should read the relevant chapter/s from the sourcebook/s |
| 14 | Childhood language and speech disorders | Should read the relevant chapter/s from the sourcebook/s |
| Resources |
| Owens, R. (2001) Language Development: An Introduction. 5th Ed. Allyn and Bacon, MA. |
| 1. Owens, R. (2001) Language Development: An Introduction. 5th Ed. Allyn and Bacon, MA. 2. Paul, R. (1996) Language Disorders. Assessment and Evaluation: Infancy through adolescent, Mosby. 3. Maviş,İ., ?Çocukta anlambilgisi gelişimi? Dil ve Kavram Gelişimi, ed. S.Topbaş, Böl.6, 106-123, Kök Yayınları, Ankara, 2005. 4. Maviş,İ., ?Çocukta dil edinim kuramları? Dil ve Kavram Gelişimi, ed. S.Topbaş, Böl.3, 31-61, Kök Yayınları, Ankara, 2005. 5. Turan, F., Akoğlu, G. (2011). İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar ve Eğitimleri. BAYKOÇ, N. (Editör). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap Yay.s. 335-359. 6. Turan, F.(2012). İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar , Metin E.N.(Editör). Özel Gereksinimli Çocuklar. Ankara. 7. Korkmaz, B. (2005). Dil ve Beyin; Çocuklarda Dil ve Konuşma Bozuklukları. Yüce Yayım, İstanbul. |
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. | ||||||
| 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. | ||||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | ||||||
| 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. | ||||||
| 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 | |