Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENT TEORIES | - | Fall Semester | 1+0 | 1 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Neslihan ARGÜT |
| Name of Lecturer(s) | Lect. Neslihan ARGÜT |
| Assistant(s) | |
| Aim | To have student gain information on developmental theories and theoretician and get experience for proffesional life. |
| Course Content | This course contains; Functions of development theories,Psychosexual theory, assessment tools and intervention techniques.,Psychosocial theory, assessment tools and intervention techniques.,Social learning theory, assessment tools and intervention techniques.,Cognitive development theory, assessment tools and intervention techniques.,Socio-culturel theory, assessment tools and intervention techniques.,Ecological systems theory, assessment tools and intervention techniques.,Language development theories, assessment tools and intervention techniques.,Cognitive learning theory, assessment tools and intervention techniques.,Moral development theory,Motor development theories and hour glass model,Attachment theories,Case study. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students know and explain cognitive development theories and exemplify. | 16, 9 | A |
| Students know and explain learning approaches theories and exemplify. | 16, 9 | A |
| Students know and explain motor development theories and exemplify. | 16, 9 | A |
| Students know and explain language development theories and exemplify. | 16, 9 | A |
| Students know and explain social and emotional development theories and exemplify. | 16, 9 | A |
| Students know and argue about current issues related to child development. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Functions of development theories | Course Notes |
| 2 | Psychosexual theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 3 | Psychosocial theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 4 | Social learning theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 5 | Cognitive development theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 6 | Socio-culturel theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Language and Thought, Lev Vygotsky |
| 7 | Ecological systems theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 8 | Language development theories, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Dil ve Kavram Gelişimi, Seyhun Topbaş;Course notes |
| 9 | Cognitive learning theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 10 | Moral development theory | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 11 | Motor development theories and hour glass model | Understanding Motor Development, David Gallahue; Course notes |
| 12 | Attachment theories | Theories of Developmental Psychology, Patricia H. Miller; Course notes |
| 14 | Case study | Course notes |
| Resources |
| Theories of Developmental Psychology, Patricia H. Miller Child Development, Laura Berk Understanding Motor Development: Infants, Children, Adolescents, Adults, David L. Gallahue Thought and Language, Lev Vygotsky Dil ve Kavram Gelişimi, Seyhun Topbaş Course Notes |
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 | 2 | 14 | |||
| 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 | 2 | 2 | 4 | |||
| General Exam | 3 | 3 | 9 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 55 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(55/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| DEVELOPMENT TEORIES | - | Fall Semester | 1+0 | 1 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Neslihan ARGÜT |
| Name of Lecturer(s) | Lect. Neslihan ARGÜT |
| Assistant(s) | |
| Aim | To have student gain information on developmental theories and theoretician and get experience for proffesional life. |
| Course Content | This course contains; Functions of development theories,Psychosexual theory, assessment tools and intervention techniques.,Psychosocial theory, assessment tools and intervention techniques.,Social learning theory, assessment tools and intervention techniques.,Cognitive development theory, assessment tools and intervention techniques.,Socio-culturel theory, assessment tools and intervention techniques.,Ecological systems theory, assessment tools and intervention techniques.,Language development theories, assessment tools and intervention techniques.,Cognitive learning theory, assessment tools and intervention techniques.,Moral development theory,Motor development theories and hour glass model,Attachment theories,Case study. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students know and explain cognitive development theories and exemplify. | 16, 9 | A |
| Students know and explain learning approaches theories and exemplify. | 16, 9 | A |
| Students know and explain motor development theories and exemplify. | 16, 9 | A |
| Students know and explain language development theories and exemplify. | 16, 9 | A |
| Students know and explain social and emotional development theories and exemplify. | 16, 9 | A |
| Students know and argue about current issues related to child development. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Functions of development theories | Course Notes |
| 2 | Psychosexual theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 3 | Psychosocial theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 4 | Social learning theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 5 | Cognitive development theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 6 | Socio-culturel theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Language and Thought, Lev Vygotsky |
| 7 | Ecological systems theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 8 | Language development theories, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Dil ve Kavram Gelişimi, Seyhun Topbaş;Course notes |
| 9 | Cognitive learning theory, assessment tools and intervention techniques. | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 10 | Moral development theory | Theories of Developmental Psychology, Patricia H. Miller; Child Development, Laura Berk; Course notes |
| 11 | Motor development theories and hour glass model | Understanding Motor Development, David Gallahue; Course notes |
| 12 | Attachment theories | Theories of Developmental Psychology, Patricia H. Miller; Course notes |
| 14 | Case study | Course notes |
| Resources |
| Theories of Developmental Psychology, Patricia H. Miller Child Development, Laura Berk Understanding Motor Development: Infants, Children, Adolescents, Adults, David L. Gallahue Thought and Language, Lev Vygotsky Dil ve Kavram Gelişimi, Seyhun Topbaş Course Notes |
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 | |