Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| NEUROLOGICAL DEVELOPMENT | - | Fall 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 | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Yasemin TOPÇU |
| Assistant(s) | |
| Aim | The aim of the course is to inform the students about the nervous system, developmental stages, developmental and neurological disorders (motor and mental development delays, static encephalopathies, neurometabolic and neurodegenerative diseases) and the therapie approaches of the disorders, mental health problems in children, developmental screening tests used in Turkey, psychometric evaluation, to gain qualifications abaout the use of psychometric tests in the field. |
| Course Content | This course contains; Development and structure of the nervous system,Neurological evaluation: Story anda medical examination,Motor and mental development stages, The basic principles of education in infants and children, The concept of at-risk infants,Developmental Assesment: Developmental Screening Tests and Pysicometric Evaluation,Motor and mental developmental delays: Definition and Approach,Cerebral Palsy,Seizures and Epilepsy,Approach with examples to the Neurometabolic / Neurodegenerative Disease Groups,Neuromuscular Diseases,Psychological and Neuropsychological Problems in Children: Attention deficit hyperactivity disorder, Autism,Child Trauma, Abuse and Neglect,Child Trauma, Abuse and Neglect,language and speech delays in children,Teamwork in Neurological Diseases. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1-Recognize the functioning, function and development of the nervous system and the developmental stages of childhood with examples. | 16, 9 | A |
| 2-Classifies developmental and neurological disorders, recognizes the approach algorithm to motor development deficiency and mental retardation. | 16, 9 | A |
| 3-Discuss the characteristics of neurological disorders. | 10, 9 | A |
| 4-Describes the approach to the treatment of neurological disorders by instantiating them, | 16, 9 | A |
| 5-Defines mental health problems and neurological comorbidity frequently encountered in the pediatric age group, | 16, 9 | A |
| 6-Explains the principles and methods of Developmental screening tests and psychometric assessment, and differences in the tests used. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Development and structure of the nervous system | |
| 2 | Neurological evaluation: Story anda medical examination | |
| 3 | Motor and mental development stages, The basic principles of education in infants and children, The concept of at-risk infants | |
| 4 | Developmental Assesment: Developmental Screening Tests and Pysicometric Evaluation | |
| 5 | Motor and mental developmental delays: Definition and Approach | |
| 6 | Cerebral Palsy | |
| 7 | Seizures and Epilepsy | |
| 8 | Approach with examples to the Neurometabolic / Neurodegenerative Disease Groups | |
| 9 | Neuromuscular Diseases | |
| 10 | Psychological and Neuropsychological Problems in Children: Attention deficit hyperactivity disorder, Autism | |
| 11 | Child Trauma, Abuse and Neglect | |
| 12 | Child Trauma, Abuse and Neglect | |
| 13 | language and speech delays in children | |
| 14 | Teamwork in Neurological Diseases |
| Resources |
| ANLAR, B.,SERDAROĞLU, A., YAKUT, A., Gelişimsel Çocuk Nörolojisi, Hacettepe Üniversitesi Hastaneleri Basımevi, 2008-Ankara |
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 | 4 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 7 | 14 | |||
| 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) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 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 |
|---|---|---|---|---|---|
| NEUROLOGICAL DEVELOPMENT | - | Fall 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 | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Yasemin TOPÇU |
| Assistant(s) | |
| Aim | The aim of the course is to inform the students about the nervous system, developmental stages, developmental and neurological disorders (motor and mental development delays, static encephalopathies, neurometabolic and neurodegenerative diseases) and the therapie approaches of the disorders, mental health problems in children, developmental screening tests used in Turkey, psychometric evaluation, to gain qualifications abaout the use of psychometric tests in the field. |
| Course Content | This course contains; Development and structure of the nervous system,Neurological evaluation: Story anda medical examination,Motor and mental development stages, The basic principles of education in infants and children, The concept of at-risk infants,Developmental Assesment: Developmental Screening Tests and Pysicometric Evaluation,Motor and mental developmental delays: Definition and Approach,Cerebral Palsy,Seizures and Epilepsy,Approach with examples to the Neurometabolic / Neurodegenerative Disease Groups,Neuromuscular Diseases,Psychological and Neuropsychological Problems in Children: Attention deficit hyperactivity disorder, Autism,Child Trauma, Abuse and Neglect,Child Trauma, Abuse and Neglect,language and speech delays in children,Teamwork in Neurological Diseases. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1-Recognize the functioning, function and development of the nervous system and the developmental stages of childhood with examples. | 16, 9 | A |
| 2-Classifies developmental and neurological disorders, recognizes the approach algorithm to motor development deficiency and mental retardation. | 16, 9 | A |
| 3-Discuss the characteristics of neurological disorders. | 10, 9 | A |
| 4-Describes the approach to the treatment of neurological disorders by instantiating them, | 16, 9 | A |
| 5-Defines mental health problems and neurological comorbidity frequently encountered in the pediatric age group, | 16, 9 | A |
| 6-Explains the principles and methods of Developmental screening tests and psychometric assessment, and differences in the tests used. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Development and structure of the nervous system | |
| 2 | Neurological evaluation: Story anda medical examination | |
| 3 | Motor and mental development stages, The basic principles of education in infants and children, The concept of at-risk infants | |
| 4 | Developmental Assesment: Developmental Screening Tests and Pysicometric Evaluation | |
| 5 | Motor and mental developmental delays: Definition and Approach | |
| 6 | Cerebral Palsy | |
| 7 | Seizures and Epilepsy | |
| 8 | Approach with examples to the Neurometabolic / Neurodegenerative Disease Groups | |
| 9 | Neuromuscular Diseases | |
| 10 | Psychological and Neuropsychological Problems in Children: Attention deficit hyperactivity disorder, Autism | |
| 11 | Child Trauma, Abuse and Neglect | |
| 12 | Child Trauma, Abuse and Neglect | |
| 13 | language and speech delays in children | |
| 14 | Teamwork in Neurological Diseases |
| Resources |
| ANLAR, B.,SERDAROĞLU, A., YAKUT, A., Gelişimsel Çocuk Nörolojisi, Hacettepe Üniversitesi Hastaneleri Basımevi, 2008-Ankara |
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 | |