Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILDREN and PLAY | - | 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 | Elective |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Aziz KÜÇÜKKELEPÇE |
| Assistant(s) | |
| Aim | To provide comprehensive information about the play that is an important part of the lives of children. |
| Course Content | This course contains; Description of the game,history of play,Theories on play,Classifications, types and stages of play,Contributions of play to the child development according to specific developmental areas,Special topics and presentations in the field of children and playgrounds,Special topics and presentations in the field of children and playgrounds,Toys and play materials ,Toy Safety,Development of/choosing play to support specific developmental areas ,Arrangement of Play Areas ,Toy design, development and presentation,Toy design, development and presentation,Toy design, development and presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Learns the importance of play and its meaning in the child's world. | 16, 5, 9 | A |
| Gains knowledge about theories about children and play. | 10, 16, 9 | A |
| Student Internalizes, generalizes and exhibit learnings of advanced theoretical and practical knowledge which he/she gained in the field of child development. | 10, 16, 9 | A |
| Student plans, implements and evaluates professional projects, researches, and activities and monitor the process for the social environment with the awareness of social responsibility. | 10, 16, 9 | A, E |
| Student knows the child's developmental stages and plans appropriate game activities for these stages. | 10, 16, 9 | A |
| Student knows the therapeutic value of the game and uses it as a game tool to understand the inner world of the child. | 10, 16, 9 | A |
| 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 | Description of the game | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 2 | history of play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 3 | Theories on play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 4 | Classifications, types and stages of play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 5 | Contributions of play to the child development according to specific developmental areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 6 | Special topics and presentations in the field of children and playgrounds | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 7 | Special topics and presentations in the field of children and playgrounds | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 8 | Toys and play materials | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 9 | Toy Safety | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 10 | Development of/choosing play to support specific developmental areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 11 | Arrangement of Play Areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 12 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 13 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 14 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| Resources |
| Prof. Dr. Ayşe Belgin Aksoy, Çocuk ve Oyun, Hedef Yayınları |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | ||||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | 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 | 3 | 6 | 18 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 2 | 2 | |||
| General Exam | 1 | 2 | 2 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 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 |
|---|---|---|---|---|---|
| CHILDREN and PLAY | - | 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 | Elective |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Aziz KÜÇÜKKELEPÇE |
| Assistant(s) | |
| Aim | To provide comprehensive information about the play that is an important part of the lives of children. |
| Course Content | This course contains; Description of the game,history of play,Theories on play,Classifications, types and stages of play,Contributions of play to the child development according to specific developmental areas,Special topics and presentations in the field of children and playgrounds,Special topics and presentations in the field of children and playgrounds,Toys and play materials ,Toy Safety,Development of/choosing play to support specific developmental areas ,Arrangement of Play Areas ,Toy design, development and presentation,Toy design, development and presentation,Toy design, development and presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Learns the importance of play and its meaning in the child's world. | 16, 5, 9 | A |
| Gains knowledge about theories about children and play. | 10, 16, 9 | A |
| Student Internalizes, generalizes and exhibit learnings of advanced theoretical and practical knowledge which he/she gained in the field of child development. | 10, 16, 9 | A |
| Student plans, implements and evaluates professional projects, researches, and activities and monitor the process for the social environment with the awareness of social responsibility. | 10, 16, 9 | A, E |
| Student knows the child's developmental stages and plans appropriate game activities for these stages. | 10, 16, 9 | A |
| Student knows the therapeutic value of the game and uses it as a game tool to understand the inner world of the child. | 10, 16, 9 | A |
| 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 | Description of the game | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 2 | history of play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 3 | Theories on play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 4 | Classifications, types and stages of play | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 5 | Contributions of play to the child development according to specific developmental areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 6 | Special topics and presentations in the field of children and playgrounds | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 7 | Special topics and presentations in the field of children and playgrounds | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 8 | Toys and play materials | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 9 | Toy Safety | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 10 | Development of/choosing play to support specific developmental areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 11 | Arrangement of Play Areas | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 12 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 13 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| 14 | Toy design, development and presentation | Önder, A., & Arslan Çiftçi, H. (2017). Erken çocuklukta oyun ve oyun yoluyla öğrenme. Ankara: Nobel. |
| Resources |
| Prof. Dr. Ayşe Belgin Aksoy, Çocuk ve Oyun, Hedef Yayınları |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | ||||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |