Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
EDUCATIONAL APPROACHES | - | 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. Medine Pervin BAYSAN |
Name of Lecturer(s) | Lect. Medine Pervin BAYSAN |
Assistant(s) | |
Aim | Possess knowledge in main approaches in early childhood, be able to analyze principles, concepts and applications in detail relevant to educational approaches, and have sufficiency in interpreting and applying the adaptabilty of these approaches in Turkey |
Course Content | This course contains; Introduction,Head Start Approach 1,Head Start Approach 2,Montessori Approach 1,Montessori Approach 2,High Scope approach 1 ,High Scope approach 2 ,Regio Emillia approach 1 ,Regio Emillia approach 2 ,Waldorf approach ,Waldorf Approach 2,General assessment about alla of the educational approach- Small group study. ,Project Presentation ,Project Presentation . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Evaluates the educational approaches implemented in Turkey. | 10, 9 | A, E |
Recognizes the educational approaches widely applied in Turkey and the world. | 10, 16, 9 | A |
Explains the principles, concepts and practices regarding basic approaches in early childhood. | 16 | A |
Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 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 | Head Start Approach 1 | Reading the Head Start Program from the book Approaches and Programs in Early Childhood Education |
3 | Head Start Approach 2 | Reading the Head Start Program from the book Approaches and Programs in Early Childhood Education |
4 | Montessori Approach 1 | Reading the Montessori Program from the book Approaches and Programs in Early Childhood Education |
5 | Montessori Approach 2 | Reading the Montessori Program from the book Approaches and Programs in Early Childhood Education |
6 | High Scope approach 1 | Reading the High Scope Program from the book Approaches and Programs in Early Childhood Education |
7 | High Scope approach 2 | Reading the High Scope Program from the book Approaches and Programs in Early Childhood Education |
8 | Regio Emillia approach 1 | Reading the Regio Emillia Approach from the book Approaches and Programs in Early Childhood Education |
9 | Regio Emillia approach 2 | Reading the Regio Emillia Approach from the book Approaches and Programs in Early Childhood Education |
10 | Waldorf approach | Reading the Waldorf Approach from the book Approaches and Programs in Early Childhood Education |
11 | Waldorf Approach 2 | Reading the Waldorf Approach from the book Approaches and Programs in Early Childhood Education |
12 | General assessment about alla of the educational approach- Small group study. | |
13 | Project Presentation | |
14 | Project Presentation |
Resources |
Woods, P; Boyle, M; Hubbard, N. (1999). Multicultural Children in the Early yaers. Multilingual Matters Ltd, Toronto, Canada. Gandini, L; Hill,L; Schwall, C(eds). (2005). In the Spirit of the Studio, Laerning from the Atelier of Reggio Emilia. Teachers College Pres, NY, USA. Brewer,J:A.(1995). Early Childhood Education. ALLYN and Bacon, Boston,USA. Kessler,S; Swadener,B:B (eds).(1992). Reconceptualizing the Early Childhood Curriculum, Beginning the Dialogue. Teachers College, NY,USA. Edward,C; Gandini,L;Forman,G.(1998). The Hundred languages of Children, The Reggio Emilia Approach Advanced reflections. Ablex Publishing Corporation, Greenwich, England. Driscoll, A; Nagel, N.G. (1999). Early Childhood Education, Birth-8. Allyn and Bacon, Boston,USA. Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi. |
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. | ||||||
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. | ||||||
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. | 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. | ||||||
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 | 2 | 3 | 6 | |||
General Exam | 1 | 8 | 8 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 60 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(60/30) | 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 |
---|---|---|---|---|---|
EDUCATIONAL APPROACHES | - | 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. Medine Pervin BAYSAN |
Name of Lecturer(s) | Lect. Medine Pervin BAYSAN |
Assistant(s) | |
Aim | Possess knowledge in main approaches in early childhood, be able to analyze principles, concepts and applications in detail relevant to educational approaches, and have sufficiency in interpreting and applying the adaptabilty of these approaches in Turkey |
Course Content | This course contains; Introduction,Head Start Approach 1,Head Start Approach 2,Montessori Approach 1,Montessori Approach 2,High Scope approach 1 ,High Scope approach 2 ,Regio Emillia approach 1 ,Regio Emillia approach 2 ,Waldorf approach ,Waldorf Approach 2,General assessment about alla of the educational approach- Small group study. ,Project Presentation ,Project Presentation . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Evaluates the educational approaches implemented in Turkey. | 10, 9 | A, E |
Recognizes the educational approaches widely applied in Turkey and the world. | 10, 16, 9 | A |
Explains the principles, concepts and practices regarding basic approaches in early childhood. | 16 | A |
Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 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 | Head Start Approach 1 | Reading the Head Start Program from the book Approaches and Programs in Early Childhood Education |
3 | Head Start Approach 2 | Reading the Head Start Program from the book Approaches and Programs in Early Childhood Education |
4 | Montessori Approach 1 | Reading the Montessori Program from the book Approaches and Programs in Early Childhood Education |
5 | Montessori Approach 2 | Reading the Montessori Program from the book Approaches and Programs in Early Childhood Education |
6 | High Scope approach 1 | Reading the High Scope Program from the book Approaches and Programs in Early Childhood Education |
7 | High Scope approach 2 | Reading the High Scope Program from the book Approaches and Programs in Early Childhood Education |
8 | Regio Emillia approach 1 | Reading the Regio Emillia Approach from the book Approaches and Programs in Early Childhood Education |
9 | Regio Emillia approach 2 | Reading the Regio Emillia Approach from the book Approaches and Programs in Early Childhood Education |
10 | Waldorf approach | Reading the Waldorf Approach from the book Approaches and Programs in Early Childhood Education |
11 | Waldorf Approach 2 | Reading the Waldorf Approach from the book Approaches and Programs in Early Childhood Education |
12 | General assessment about alla of the educational approach- Small group study. | |
13 | Project Presentation | |
14 | Project Presentation |
Resources |
Woods, P; Boyle, M; Hubbard, N. (1999). Multicultural Children in the Early yaers. Multilingual Matters Ltd, Toronto, Canada. Gandini, L; Hill,L; Schwall, C(eds). (2005). In the Spirit of the Studio, Laerning from the Atelier of Reggio Emilia. Teachers College Pres, NY, USA. Brewer,J:A.(1995). Early Childhood Education. ALLYN and Bacon, Boston,USA. Kessler,S; Swadener,B:B (eds).(1992). Reconceptualizing the Early Childhood Curriculum, Beginning the Dialogue. Teachers College, NY,USA. Edward,C; Gandini,L;Forman,G.(1998). The Hundred languages of Children, The Reggio Emilia Approach Advanced reflections. Ablex Publishing Corporation, Greenwich, England. Driscoll, A; Nagel, N.G. (1999). Early Childhood Education, Birth-8. Allyn and Bacon, Boston,USA. Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi. |
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. | ||||||
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. | ||||||
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. | 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. | ||||||
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 |