Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROGRAM DEVELOPMENT in EARLY CHILDHOOD PERIOD | - | Spring Semester | 2+0 | 2 | 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. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Neslihan ARGÜT |
| Assistant(s) | |
| Aim | After completing this course students will be able to: define basic concepts of curriculum development, explain components of curriculum development, apply principles of planning instruction. |
| Course Content | This course contains; Introduction ,The principle of preparing early childhood program ,Educational Methods and Techniques ,Activity and aplication type ,Classroom studies ,Identify purpose and acquisition to developmental areas ,Classroom studies ,Program Assessment process ,Assessment metods in classroom environment in early childhood ,Case study- small grup study,Case study- small grup study ,Development of appropriate materials,Classroom studies,An overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student knows the principles of the training program. | 10, 16, 5, 9 | A, E |
| Student determines goal-achievement towards development areas. | 10, 16, 5, 9 | A, E |
| Students plan activities in accordance with goals and achievements. | 10, 16, 5, 9 | A, E |
| Student has knowledge in writing evaluation report and evaluation of program. | 10, 16, 5, 9 | A, E |
| Student defines concepts related to program development. | 10, 16, 5, 9 | A, E |
| By using the essential tools and resources of education and training studen has fundamental and revised information which is necessary for theoretical and practical in the field of child development. | 10, 16, 5, 9 | A, E |
| Student reviews, evaluate the evidence-based data by using advanced knowledge and skills, analyze developmental problems, taking in the consideration the ethical values develop suggestions and make team work for children with typical or atypical development in the field of child development, inclusion physical, cognitive, language, social-emotional, sensory development areas. | 10, 16, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | Preparation of the related subject from the recommended sources |
| 2 | The principle of preparing early childhood program | Preparation of the related subject from the recommended sources |
| 3 | Educational Methods and Techniques | Preparation of the related subject from the recommended sources |
| 4 | Activity and aplication type | Preparation of the related subject from the recommended sources |
| 5 | Classroom studies | Preparation of the related subject from the recommended sources |
| 6 | Identify purpose and acquisition to developmental areas | Preparation of the related subject from the recommended sources |
| 7 | Classroom studies | Preparation of the related subject from the recommended sources |
| 8 | Program Assessment process | Preparation of the related subject from the recommended sources |
| 9 | Assessment metods in classroom environment in early childhood | Preparation of the related subject from the recommended sources |
| 10 | Case study- small grup study | Preparation of the related subject from the recommended sources |
| 11 | Case study- small grup study | Preparation of the related subject from the recommended sources |
| 12 | Development of appropriate materials | Preparation of the related subject from the recommended sources |
| 13 | Classroom studies | Preparation of the related subject from the recommended sources |
| 14 | An overview | Preparation of the related subject from the recommended sources |
| Resources |
| GENÇ, Şengül ve Nuray SENEMOĞLU. (2001). Okul Öncesi Eğitim. İlköğretimde Etkili Öğretme ve Öğrenme Öğretmen El Kitabı. Modül 12. MEB. (2002). Okul Öncesi Eğitim Programları. (Kreş, Anaokulu, Anasınıfı (36-72 Aylık Çocuklar İçin). İstanbul: MEB Basımevi. Okulöncesi Eğitimin İlke ve Yöntemleri. (2000). (Edit. Şefik YAŞAR.) Anadolu Üniversitesi Açıköğretim Fakültesi Yayını No. 699 Çocukta Hareket, Oyun Gelişimi ve Öğretimi. (2001). (Edit. Umran TÜFEKÇİOĞLU.) Anadolu Üniversitesi Açıköğretim Fakültesi Yayını No. 715 |
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. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | 2 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 2 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 3 | 0 | |||
| General Exam | 0 | 8 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 46 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(46/30) | 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 |
|---|---|---|---|---|---|
| PROGRAM DEVELOPMENT in EARLY CHILDHOOD PERIOD | - | Spring Semester | 2+0 | 2 | 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. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Neslihan ARGÜT |
| Assistant(s) | |
| Aim | After completing this course students will be able to: define basic concepts of curriculum development, explain components of curriculum development, apply principles of planning instruction. |
| Course Content | This course contains; Introduction ,The principle of preparing early childhood program ,Educational Methods and Techniques ,Activity and aplication type ,Classroom studies ,Identify purpose and acquisition to developmental areas ,Classroom studies ,Program Assessment process ,Assessment metods in classroom environment in early childhood ,Case study- small grup study,Case study- small grup study ,Development of appropriate materials,Classroom studies,An overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student knows the principles of the training program. | 10, 16, 5, 9 | A, E |
| Student determines goal-achievement towards development areas. | 10, 16, 5, 9 | A, E |
| Students plan activities in accordance with goals and achievements. | 10, 16, 5, 9 | A, E |
| Student has knowledge in writing evaluation report and evaluation of program. | 10, 16, 5, 9 | A, E |
| Student defines concepts related to program development. | 10, 16, 5, 9 | A, E |
| By using the essential tools and resources of education and training studen has fundamental and revised information which is necessary for theoretical and practical in the field of child development. | 10, 16, 5, 9 | A, E |
| Student reviews, evaluate the evidence-based data by using advanced knowledge and skills, analyze developmental problems, taking in the consideration the ethical values develop suggestions and make team work for children with typical or atypical development in the field of child development, inclusion physical, cognitive, language, social-emotional, sensory development areas. | 10, 16, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | Preparation of the related subject from the recommended sources |
| 2 | The principle of preparing early childhood program | Preparation of the related subject from the recommended sources |
| 3 | Educational Methods and Techniques | Preparation of the related subject from the recommended sources |
| 4 | Activity and aplication type | Preparation of the related subject from the recommended sources |
| 5 | Classroom studies | Preparation of the related subject from the recommended sources |
| 6 | Identify purpose and acquisition to developmental areas | Preparation of the related subject from the recommended sources |
| 7 | Classroom studies | Preparation of the related subject from the recommended sources |
| 8 | Program Assessment process | Preparation of the related subject from the recommended sources |
| 9 | Assessment metods in classroom environment in early childhood | Preparation of the related subject from the recommended sources |
| 10 | Case study- small grup study | Preparation of the related subject from the recommended sources |
| 11 | Case study- small grup study | Preparation of the related subject from the recommended sources |
| 12 | Development of appropriate materials | Preparation of the related subject from the recommended sources |
| 13 | Classroom studies | Preparation of the related subject from the recommended sources |
| 14 | An overview | Preparation of the related subject from the recommended sources |
| Resources |
| GENÇ, Şengül ve Nuray SENEMOĞLU. (2001). Okul Öncesi Eğitim. İlköğretimde Etkili Öğretme ve Öğrenme Öğretmen El Kitabı. Modül 12. MEB. (2002). Okul Öncesi Eğitim Programları. (Kreş, Anaokulu, Anasınıfı (36-72 Aylık Çocuklar İçin). İstanbul: MEB Basımevi. Okulöncesi Eğitimin İlke ve Yöntemleri. (2000). (Edit. Şefik YAŞAR.) Anadolu Üniversitesi Açıköğretim Fakültesi Yayını No. 699 Çocukta Hareket, Oyun Gelişimi ve Öğretimi. (2001). (Edit. Umran TÜFEKÇİOĞLU.) Anadolu Üniversitesi Açıköğretim Fakültesi Yayını No. 715 |
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. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | |