Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL and SUPPORT PROGRAMS in SCHOOL AGE and ADOLESCENCE | - | Fall Semester | 3+0 | 3 | 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. Kezban Ekin ÖZBEY DUYGU |
| Assistant(s) | |
| Aim | Objective of this course is to learn and assess development of middle childhood and adolescence. To obtain information about educational, professional and personal-social programs suitable for these development periods and to be able to explain them |
| Course Content | This course contains; Introduction and explanation of course content,Developmental Approach in School Age and Adolescence and Comprehensive Developmental Programs (KGP): Content, Structure and Process,Developmental Approach in School Age and Adolescence and Comprehensive Developmental Programs (KGP): Content, Structure and Process, Educational Development-Based Programs, Educational Development-Based Programs,Professional Development Programs,Professional Development Programs,Professional Development Programs,Programs Based on Personal-Social Development,Programs Based on Personal-Social Development, Programs Based on Personal-Social Development,Program Examples in Different Education Levels,Program Examples in Different Education Levels,General Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gains knowledge of developmental fields and program contents in this field. | 10, 12, 19, 5, 9 | A, E |
| Students will acquire the knowledge about the development of middle childhood and adolescence. | 10, 12, 19, 5, 9 | A, E |
| Students will be able to understand and assess the development of middle childhood and adolescence. | 10, 12, 16, 19, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction and explanation of course content | Preparation of the related subject from the recommended sources |
| 2 | Developmental Approach in School Age and Adolescence and Comprehensive Developmental Programs (KGP): Content, Structure and Process | Preparation of the related subject from the recommended sources |
| 3 | Developmental Approach in School Age and Adolescence and Comprehensive Developmental Programs (KGP): Content, Structure and Process | Preparation of the related subject from the recommended sources |
| 4 | Educational Development-Based Programs | Preparation of the related subject from the recommended sources |
| 5 | Educational Development-Based Programs | Preparation of the related subject from the recommended sources |
| 6 | Professional Development Programs | Preparation of the related subject from the recommended sources |
| 7 | Professional Development Programs | Preparation of the related subject from the recommended sources |
| 8 | Professional Development Programs | Preparation of the related subject from the recommended sources |
| 9 | Programs Based on Personal-Social Development | Preparation of the related subject from the recommended sources |
| 10 | Programs Based on Personal-Social Development | Preparation of the related subject from the recommended sources |
| 11 | Programs Based on Personal-Social Development | Preparation of the related subject from the recommended sources |
| 12 | Program Examples in Different Education Levels | Preparation of the related subject from the recommended sources |
| 13 | Program Examples in Different Education Levels | Preparation of the related subject from the recommended sources |
| 14 | General Evaluation | Preparation of the related subject from the recommended sources |
| Resources |
| Zembar. M.j.;Blume, L.B. (2009). Middle Childhood Development. Merrill Publishing. Ohio, USA. Meece, J.L; Daniels, H.D. (2008). Child & Adolescent Development For Educators. Mc Graw Hill, New york, USA. Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi. Morpa, İstanbul. Mussen, P.H.; Conger, J.J.; Hustant, A.C.(1990) Child development & Personality. Harper Collins Publishers, New York, USA Steinberg, L. (2008). Adolesence. Mc Graw-Hill,New York, USA. Bee, H. (1995), Lifespan Development. Harper Collins College Publishers, USA. |
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. | ||||||
| 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 | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 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 |
|---|---|---|---|---|---|
| DEVELOPMENTAL and SUPPORT PROGRAMS in SCHOOL AGE and ADOLESCENCE | - | Fall Semester | 3+0 | 3 | 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. Kezban Ekin ÖZBEY DUYGU |
| Assistant(s) | |
| Aim | Objective of this course is to learn and assess development of middle childhood and adolescence. To obtain information about educational, professional and personal-social programs suitable for these development periods and to be able to explain them |
| Course Content | This course contains; Introduction and explanation of course content,Developmental Approach in School Age and Adolescence and Comprehensive Developmental Programs (KGP): Content, Structure and Process,Developmental Approach in School Age and Adolescence and Comprehensive Developmental Programs (KGP): Content, Structure and Process, Educational Development-Based Programs, Educational Development-Based Programs,Professional Development Programs,Professional Development Programs,Professional Development Programs,Programs Based on Personal-Social Development,Programs Based on Personal-Social Development, Programs Based on Personal-Social Development,Program Examples in Different Education Levels,Program Examples in Different Education Levels,General Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gains knowledge of developmental fields and program contents in this field. | 10, 12, 19, 5, 9 | A, E |
| Students will acquire the knowledge about the development of middle childhood and adolescence. | 10, 12, 19, 5, 9 | A, E |
| Students will be able to understand and assess the development of middle childhood and adolescence. | 10, 12, 16, 19, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction and explanation of course content | Preparation of the related subject from the recommended sources |
| 2 | Developmental Approach in School Age and Adolescence and Comprehensive Developmental Programs (KGP): Content, Structure and Process | Preparation of the related subject from the recommended sources |
| 3 | Developmental Approach in School Age and Adolescence and Comprehensive Developmental Programs (KGP): Content, Structure and Process | Preparation of the related subject from the recommended sources |
| 4 | Educational Development-Based Programs | Preparation of the related subject from the recommended sources |
| 5 | Educational Development-Based Programs | Preparation of the related subject from the recommended sources |
| 6 | Professional Development Programs | Preparation of the related subject from the recommended sources |
| 7 | Professional Development Programs | Preparation of the related subject from the recommended sources |
| 8 | Professional Development Programs | Preparation of the related subject from the recommended sources |
| 9 | Programs Based on Personal-Social Development | Preparation of the related subject from the recommended sources |
| 10 | Programs Based on Personal-Social Development | Preparation of the related subject from the recommended sources |
| 11 | Programs Based on Personal-Social Development | Preparation of the related subject from the recommended sources |
| 12 | Program Examples in Different Education Levels | Preparation of the related subject from the recommended sources |
| 13 | Program Examples in Different Education Levels | Preparation of the related subject from the recommended sources |
| 14 | General Evaluation | Preparation of the related subject from the recommended sources |
| Resources |
| Zembar. M.j.;Blume, L.B. (2009). Middle Childhood Development. Merrill Publishing. Ohio, USA. Meece, J.L; Daniels, H.D. (2008). Child & Adolescent Development For Educators. Mc Graw Hill, New york, USA. Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi. Morpa, İstanbul. Mussen, P.H.; Conger, J.J.; Hustant, A.C.(1990) Child development & Personality. Harper Collins Publishers, New York, USA Steinberg, L. (2008). Adolesence. Mc Graw-Hill,New York, USA. Bee, H. (1995), Lifespan Development. Harper Collins College Publishers, USA. |
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. | ||||||
| 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 | |