Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL PSYCHOLOGY I | PSK2122930 | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra Eylem AKTAŞ |
| Assistant(s) | |
| Aim | To have student be able to discuss developmental theories and concept considering the fact that the development is a lifelong process |
| Course Content | This course contains; First meeting. Introduction,Lifelong development perspective and nature of development in human development,Developmental Theories and research,Biological roots of development,Development before birth,Midterm exam,Physical development during infancy,Cognitive and socio-emotional development during infancy.,Physical and cognitive development during early childhood.,Socio-emotional development during early childhood.,Physical and cognitive development during middle and late childhood.,Socio-emotional development during middle and late childhood.,Preparation for Final exam,Final exam. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Discuss and explain approach of lifelong development, nature of developmental researches, developmental stages, and basic developmental theories. | 16, 9 | A, E |
| Explain before and during birth processes. Explain physical growth and development of infant; and motor development, sensational and perceptual development of infant. | 16, 9 | A, E |
| Describe emotional and personality development, effects of peer relations and family and TV on the development in early childhood Describe physical and cognitive changes and language development in middle and late childhood | 10, 16, 9 | A, E |
| Describe emotional and personality development, effects of peer relations and family and TV on the development in middle and late childhood. | 10, 16, 9 | A, E |
| 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 | First meeting. Introduction | Preparation of the related subject from the recommended sources |
| 2 | Lifelong development perspective and nature of development in human development | Preparation of the related subject from the recommended sources |
| 3 | Developmental Theories and research | Preparation of the related subject from the recommended sources |
| 4 | Biological roots of development | Preparation of the related subject from the recommended sources |
| 5 | Development before birth | Preparation of the related subject from the recommended sources |
| 6 | Midterm exam | Preparation of the related subject from the recommended sources |
| 7 | Physical development during infancy | Preparation of the related subject from the recommended sources |
| 8 | Cognitive and socio-emotional development during infancy. | Preparation of the related subject from the recommended sources |
| 9 | Physical and cognitive development during early childhood. | Preparation of the related subject from the recommended sources |
| 10 | Socio-emotional development during early childhood. | Preparation of the related subject from the recommended sources |
| 11 | Physical and cognitive development during middle and late childhood. | Preparation of the related subject from the recommended sources |
| 12 | Socio-emotional development during middle and late childhood. | Preparation of the related subject from the recommended sources |
| 13 | Preparation for Final exam | Preparation of the related subject from the recommended sources |
| 14 | Final exam | Preparation of the related subject from the recommended sources |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
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 | 3 | 42 | |||
| Guided Problem Solving | 7 | 6 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 8 | 16 | |||
| 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) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| 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 PSYCHOLOGY I | PSK2122930 | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra Eylem AKTAŞ |
| Assistant(s) | |
| Aim | To have student be able to discuss developmental theories and concept considering the fact that the development is a lifelong process |
| Course Content | This course contains; First meeting. Introduction,Lifelong development perspective and nature of development in human development,Developmental Theories and research,Biological roots of development,Development before birth,Midterm exam,Physical development during infancy,Cognitive and socio-emotional development during infancy.,Physical and cognitive development during early childhood.,Socio-emotional development during early childhood.,Physical and cognitive development during middle and late childhood.,Socio-emotional development during middle and late childhood.,Preparation for Final exam,Final exam. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Discuss and explain approach of lifelong development, nature of developmental researches, developmental stages, and basic developmental theories. | 16, 9 | A, E |
| Explain before and during birth processes. Explain physical growth and development of infant; and motor development, sensational and perceptual development of infant. | 16, 9 | A, E |
| Describe emotional and personality development, effects of peer relations and family and TV on the development in early childhood Describe physical and cognitive changes and language development in middle and late childhood | 10, 16, 9 | A, E |
| Describe emotional and personality development, effects of peer relations and family and TV on the development in middle and late childhood. | 10, 16, 9 | A, E |
| 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 | First meeting. Introduction | Preparation of the related subject from the recommended sources |
| 2 | Lifelong development perspective and nature of development in human development | Preparation of the related subject from the recommended sources |
| 3 | Developmental Theories and research | Preparation of the related subject from the recommended sources |
| 4 | Biological roots of development | Preparation of the related subject from the recommended sources |
| 5 | Development before birth | Preparation of the related subject from the recommended sources |
| 6 | Midterm exam | Preparation of the related subject from the recommended sources |
| 7 | Physical development during infancy | Preparation of the related subject from the recommended sources |
| 8 | Cognitive and socio-emotional development during infancy. | Preparation of the related subject from the recommended sources |
| 9 | Physical and cognitive development during early childhood. | Preparation of the related subject from the recommended sources |
| 10 | Socio-emotional development during early childhood. | Preparation of the related subject from the recommended sources |
| 11 | Physical and cognitive development during middle and late childhood. | Preparation of the related subject from the recommended sources |
| 12 | Socio-emotional development during middle and late childhood. | Preparation of the related subject from the recommended sources |
| 13 | Preparation for Final exam | Preparation of the related subject from the recommended sources |
| 14 | Final exam | Preparation of the related subject from the recommended sources |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |