Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD with PICTURES | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. İbrahim Haluk YAVUZER |
| Name of Lecturer(s) | Prof.Dr. İbrahim Haluk YAVUZER |
| Assistant(s) | |
| Aim | To give the future child development specialists the ability to examine children's paintings by comprehending the stages of the pictorial development which will be experienced in the direction of mental, physical and psychological development of the children between 2-14 years old. |
| Course Content | This course contains; Introduction of children's drawings and basic concepts,Theories of artistic development,Child's artistic development stages,Scribbling stage and samples of children's drawings,Pre-schema stage and samples of children's drawings,Examination of Children's Drawings in the Pre-Doodle and Diagram Stage,Schematic stage and samples of children's drawings,Realistic Stage and samples of chlidren's drawings,Art Therapy,Ethics in Children's Drawings,Children's Drawings Assessment Scales and Tests,Examination of Children's Pictures,Examination of Children's Pictures,Examination of Children's Pictures. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Learning about the importance of children's pictures in education. | 10, 13, 16, 9 | A |
| Evaluate student's drawings from different perspectives | 10, 13, 16, 9 | A |
| Determining the common characteristics of children's drawings | 10, 13, 16, 9 | A |
| Evaluating visual perception types and stages of artistic development from the child's scribal period to adulthood | 10, 13, 16, 9 | A |
| Analyzing original children's pictures in the school or exhibition environment according to development stages | 10, 13, 16, 9 | A |
| Identify the steps involved in the creativity process | 10, 13, 16, 9 | A |
| Evaluating the pictures of children between the 2-14 ages | 10, 13, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of children's drawings and basic concepts | Preparation of related subject from recommended sources |
| 2 | Theories of artistic development | Preparation of related subject from recommended sources |
| 3 | Child's artistic development stages | Preparation of related subject from recommended sources |
| 4 | Scribbling stage and samples of children's drawings | Preparation of related subject from recommended sources |
| 5 | Pre-schema stage and samples of children's drawings | Preparation of related subject from recommended sources |
| 6 | Examination of Children's Drawings in the Pre-Doodle and Diagram Stage | Preparation of related subject from recommended sources |
| 7 | Schematic stage and samples of children's drawings | Preparation of related subject from recommended sources |
| 8 | Realistic Stage and samples of chlidren's drawings | Preparation of related subject from recommended sources |
| 9 | Art Therapy | Preparation of related subject from recommended sources |
| 10 | Ethics in Children's Drawings | Preparation of related subject from recommended sources |
| 11 | Children's Drawings Assessment Scales and Tests | Preparation of related subject from recommended sources |
| 12 | Examination of Children's Pictures | Preparation of related subject from recommended sources |
| 13 | Examination of Children's Pictures | Preparation of related subject from recommended sources |
| 14 | Examination of Children's Pictures | Preparation of related subject from recommended sources |
| Resources |
| Some articles and digital documents on the subject. 1.Haluk Yavuzer, Children with Paintings, Istanbul 2014 |
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. | ||||||
| 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. | ||||||
| 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 | 3 | 42 | |||
| Guided Problem Solving | 7 | 6 | 42 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 84 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(84/30) | 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 |
|---|---|---|---|---|---|
| CHILD with PICTURES | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. İbrahim Haluk YAVUZER |
| Name of Lecturer(s) | Prof.Dr. İbrahim Haluk YAVUZER |
| Assistant(s) | |
| Aim | To give the future child development specialists the ability to examine children's paintings by comprehending the stages of the pictorial development which will be experienced in the direction of mental, physical and psychological development of the children between 2-14 years old. |
| Course Content | This course contains; Introduction of children's drawings and basic concepts,Theories of artistic development,Child's artistic development stages,Scribbling stage and samples of children's drawings,Pre-schema stage and samples of children's drawings,Examination of Children's Drawings in the Pre-Doodle and Diagram Stage,Schematic stage and samples of children's drawings,Realistic Stage and samples of chlidren's drawings,Art Therapy,Ethics in Children's Drawings,Children's Drawings Assessment Scales and Tests,Examination of Children's Pictures,Examination of Children's Pictures,Examination of Children's Pictures. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Learning about the importance of children's pictures in education. | 10, 13, 16, 9 | A |
| Evaluate student's drawings from different perspectives | 10, 13, 16, 9 | A |
| Determining the common characteristics of children's drawings | 10, 13, 16, 9 | A |
| Evaluating visual perception types and stages of artistic development from the child's scribal period to adulthood | 10, 13, 16, 9 | A |
| Analyzing original children's pictures in the school or exhibition environment according to development stages | 10, 13, 16, 9 | A |
| Identify the steps involved in the creativity process | 10, 13, 16, 9 | A |
| Evaluating the pictures of children between the 2-14 ages | 10, 13, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of children's drawings and basic concepts | Preparation of related subject from recommended sources |
| 2 | Theories of artistic development | Preparation of related subject from recommended sources |
| 3 | Child's artistic development stages | Preparation of related subject from recommended sources |
| 4 | Scribbling stage and samples of children's drawings | Preparation of related subject from recommended sources |
| 5 | Pre-schema stage and samples of children's drawings | Preparation of related subject from recommended sources |
| 6 | Examination of Children's Drawings in the Pre-Doodle and Diagram Stage | Preparation of related subject from recommended sources |
| 7 | Schematic stage and samples of children's drawings | Preparation of related subject from recommended sources |
| 8 | Realistic Stage and samples of chlidren's drawings | Preparation of related subject from recommended sources |
| 9 | Art Therapy | Preparation of related subject from recommended sources |
| 10 | Ethics in Children's Drawings | Preparation of related subject from recommended sources |
| 11 | Children's Drawings Assessment Scales and Tests | Preparation of related subject from recommended sources |
| 12 | Examination of Children's Pictures | Preparation of related subject from recommended sources |
| 13 | Examination of Children's Pictures | Preparation of related subject from recommended sources |
| 14 | Examination of Children's Pictures | Preparation of related subject from recommended sources |
| Resources |
| Some articles and digital documents on the subject. 1.Haluk Yavuzer, Children with Paintings, Istanbul 2014 |
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. | ||||||
| 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. | ||||||
| 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 | |