Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SENSORY DEVELOPMENT in INFANCY | - | 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 | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Lect. BAŞAK TUNCEL |
| Assistant(s) | |
| Aim | To have information about sensory development, to be able to give consultation to family and related professionals about the subject |
| Course Content | This course contains; Sensation and Perception; Definitions, differences, sense organs,Approaches to Sensation and Perception, Perception Properties, Factors Affecting Perception,Hearing Perception; Development and early support,Perception of Vision; Development and early support,Touch Perception; Development and early support,Perception of Odor and Taste; Development and early support,Proprioception; Development and early support,Sense of balance; Development and early support,Sense of Balance; Development and early support,Activities promoting perception development; Family and home / family suggestions,Activities promoting perception development; Suggestions to the institution / professionals,Project Presentations / Develop suggestions that support perception development,Is there a dominant perception in children? / Class Discussion,Is there a dominant perception in children? / Class Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic definitions of sensation and perception. | 10, 9 | |
| Explains approaches to perception development. | 10, 9 | |
| Explains the factors affecting perception. | 10, 9 | |
| Develops and evaluates an intervention plan that supports the development of the 7 senses. | 10, 9 | F |
| 7 Explains the development process and characteristics of the senses. | 10, 9 |
| Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sensation and Perception; Definitions, differences, sense organs | Preparation of related subject from recommended sources |
| 2 | Approaches to Sensation and Perception, Perception Properties, Factors Affecting Perception | Preparation of related subject from recommended sources |
| 3 | Hearing Perception; Development and early support | Preparation of related subject from recommended sources |
| 4 | Perception of Vision; Development and early support | Preparation of related subject from recommended sources |
| 5 | Touch Perception; Development and early support | Preparation of related subject from recommended sources |
| 6 | Perception of Odor and Taste; Development and early support | Preparation of related subject from recommended sources |
| 7 | Proprioception; Development and early support | Preparation of related subject from recommended sources |
| 8 | Sense of balance; Development and early support | Preparation of related subject from recommended sources |
| 9 | Sense of Balance; Development and early support | No preliminary preparation is required. |
| 10 | Activities promoting perception development; Family and home / family suggestions | Preparation of related subject from recommended sources |
| 11 | Activities promoting perception development; Suggestions to the institution / professionals | Preparation of related subject from recommended sources |
| 12 | Project Presentations / Develop suggestions that support perception development | Preparation of related subject from recommended sources |
| 13 | Is there a dominant perception in children? / Class Discussion | No preliminary preparation is required. |
| 14 | Is there a dominant perception in children? / Class Discussion | No preliminary preparation is required. |
| Resources |
| Dunstan, P.J. (2009), Child Sense, Bantam Books, USA. Lezak Deutsch, M. ( 1983), Neuropsychological Assessment, Oxford University Press, USA. Madi, B. (2011), Öğrenme Beyinde Nasıl Oluşur, 2. Baskı, Efil Yayınevi, İstanbul. Perkins, M. (1983), Sesnsing the World, Hackett Publishing Company, USA. Rookes, P.; Wilson, J. (2000), Perception, Routladge, Great Britain. San Bayhan, P.; Artan, İ. (2004), Çocuk Gelişimi ve Eğitimi, MORPA Kültür Yayınları, İstanbul. Schiffman, H.R. (2001), Sensation and Perception, 5th ed., John Wiley & Sons Inc., USA. Silberg, J. (2006), Learning Games Exploring the Senses, Gryphon House Inc., Beltsville. |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | 2 | 28 | |||
| Guided Problem Solving | 7 | 4 | 28 | |||
| 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) | 56 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(56/30) | 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 |
|---|---|---|---|---|---|
| SENSORY DEVELOPMENT in INFANCY | - | 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 | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Lect. BAŞAK TUNCEL |
| Assistant(s) | |
| Aim | To have information about sensory development, to be able to give consultation to family and related professionals about the subject |
| Course Content | This course contains; Sensation and Perception; Definitions, differences, sense organs,Approaches to Sensation and Perception, Perception Properties, Factors Affecting Perception,Hearing Perception; Development and early support,Perception of Vision; Development and early support,Touch Perception; Development and early support,Perception of Odor and Taste; Development and early support,Proprioception; Development and early support,Sense of balance; Development and early support,Sense of Balance; Development and early support,Activities promoting perception development; Family and home / family suggestions,Activities promoting perception development; Suggestions to the institution / professionals,Project Presentations / Develop suggestions that support perception development,Is there a dominant perception in children? / Class Discussion,Is there a dominant perception in children? / Class Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic definitions of sensation and perception. | 10, 9 | |
| Explains approaches to perception development. | 10, 9 | |
| Explains the factors affecting perception. | 10, 9 | |
| Develops and evaluates an intervention plan that supports the development of the 7 senses. | 10, 9 | F |
| 7 Explains the development process and characteristics of the senses. | 10, 9 |
| Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sensation and Perception; Definitions, differences, sense organs | Preparation of related subject from recommended sources |
| 2 | Approaches to Sensation and Perception, Perception Properties, Factors Affecting Perception | Preparation of related subject from recommended sources |
| 3 | Hearing Perception; Development and early support | Preparation of related subject from recommended sources |
| 4 | Perception of Vision; Development and early support | Preparation of related subject from recommended sources |
| 5 | Touch Perception; Development and early support | Preparation of related subject from recommended sources |
| 6 | Perception of Odor and Taste; Development and early support | Preparation of related subject from recommended sources |
| 7 | Proprioception; Development and early support | Preparation of related subject from recommended sources |
| 8 | Sense of balance; Development and early support | Preparation of related subject from recommended sources |
| 9 | Sense of Balance; Development and early support | No preliminary preparation is required. |
| 10 | Activities promoting perception development; Family and home / family suggestions | Preparation of related subject from recommended sources |
| 11 | Activities promoting perception development; Suggestions to the institution / professionals | Preparation of related subject from recommended sources |
| 12 | Project Presentations / Develop suggestions that support perception development | Preparation of related subject from recommended sources |
| 13 | Is there a dominant perception in children? / Class Discussion | No preliminary preparation is required. |
| 14 | Is there a dominant perception in children? / Class Discussion | No preliminary preparation is required. |
| Resources |
| Dunstan, P.J. (2009), Child Sense, Bantam Books, USA. Lezak Deutsch, M. ( 1983), Neuropsychological Assessment, Oxford University Press, USA. Madi, B. (2011), Öğrenme Beyinde Nasıl Oluşur, 2. Baskı, Efil Yayınevi, İstanbul. Perkins, M. (1983), Sesnsing the World, Hackett Publishing Company, USA. Rookes, P.; Wilson, J. (2000), Perception, Routladge, Great Britain. San Bayhan, P.; Artan, İ. (2004), Çocuk Gelişimi ve Eğitimi, MORPA Kültür Yayınları, İstanbul. Schiffman, H.R. (2001), Sensation and Perception, 5th ed., John Wiley & Sons Inc., USA. Silberg, J. (2006), Learning Games Exploring the Senses, Gryphon House Inc., Beltsville. |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | |