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 | Short Cycle (Associate's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Medine Pervin BAYSAN |
| Name of Lecturer(s) | Lect. Medine Pervin BAYSAN |
| Assistant(s) | |
| Aim | It is aimed to provide students with knowledge about educational approaches in Early Childhood. |
| Course Content | This course contains; Constructivist Approach 1,Constructivist Approach 2,Reggio Emilia Approach 1,Reggio Emilia Approach 2,Montessori Approach 1, Montessori Approach 2,Steiner Pedagogy and Waldorf Approach 1, Steiner Pedagogy and Waldorf Approach 2,High Scope Approach 1,High Scope Approach 2,Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 1,Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 2,Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 3,Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 4. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the educational approaches applied in Turkey. | 10, 16, 9 | A, E |
| Recognizes the educational approaches widely applied in Turkey and the world. | 10, 16, 9 | A, E |
| Explains the principles, concepts and practices regarding basic approaches in early 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 | Constructivist Approach 1 | No preliminary preparation is required. |
| 2 | Constructivist Approach 2 | No preliminary preparation is required. |
| 3 | Reggio Emilia Approach 1 | No preliminary preparation is required. |
| 4 | Reggio Emilia Approach 2 | No preliminary preparation is required. |
| 5 | Montessori Approach 1 | No preliminary preparation is required. |
| 6 | Montessori Approach 2 | No preliminary preparation is required. |
| 7 | Steiner Pedagogy and Waldorf Approach 1 | No preliminary preparation is required. |
| 8 | Steiner Pedagogy and Waldorf Approach 2 | No preliminary preparation is required. |
| 9 | High Scope Approach 1 | No preliminary preparation is required. |
| 10 | High Scope Approach 2 | No preliminary preparation is required. |
| 11 | Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 1 | No preliminary preparation is required. |
| 12 | Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 2 | No preliminary preparation is required. |
| 13 | Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 3 | No preliminary preparation is required. |
| 14 | Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 4 | No preliminary preparation is required. |
| 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 | She/He has basic theoretical and practical knowledge about the field of Child Development.. | X | |||||
| 1 | She/He has basic theoretical and practical knowledge about the field of Child Development.. | X | |||||
| 2 | Has knowledge of ethical principles and rules related to the field of Child Development. | X | |||||
| 2 | Has knowledge of ethical principles and rules related to the field of Child Development. | X | |||||
| 3 | Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development. | X | |||||
| 4 | She carries out a given task independently, using her basic knowledge about the field of Child Development. | X | |||||
| 4 | She carries out a given task independently, using her basic knowledge about the field of Child Development. | X | |||||
| 5 | Evaluates the basic knowledge and skills acquired in the field of Child Development with a critical approach. Determines learning needs and directs learning. | X | |||||
| 5 | Evaluates the basic knowledge and skills acquired in the field of Child Development with a critical approach. Determines learning needs and directs learning. | X | |||||
| 6 | Uses computer technologies at the basic level required by the field of Child Development. | X | |||||
| 7 | It can be used effectively by determining the necessary methods for applications related to the field of Child Development. | X | |||||
| 8 | He/she has the ability to produce solutions to unforeseen problems encountered in applications, take responsibility in work groups, and work individually.(dişil) Bunu Google'da ara | X | |||||
| 9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. | 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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 73 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(73/30) | 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 | Short Cycle (Associate's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Medine Pervin BAYSAN |
| Name of Lecturer(s) | Lect. Medine Pervin BAYSAN |
| Assistant(s) | |
| Aim | It is aimed to provide students with knowledge about educational approaches in Early Childhood. |
| Course Content | This course contains; Constructivist Approach 1,Constructivist Approach 2,Reggio Emilia Approach 1,Reggio Emilia Approach 2,Montessori Approach 1, Montessori Approach 2,Steiner Pedagogy and Waldorf Approach 1, Steiner Pedagogy and Waldorf Approach 2,High Scope Approach 1,High Scope Approach 2,Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 1,Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 2,Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 3,Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 4. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the educational approaches applied in Turkey. | 10, 16, 9 | A, E |
| Recognizes the educational approaches widely applied in Turkey and the world. | 10, 16, 9 | A, E |
| Explains the principles, concepts and practices regarding basic approaches in early 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 | Constructivist Approach 1 | No preliminary preparation is required. |
| 2 | Constructivist Approach 2 | No preliminary preparation is required. |
| 3 | Reggio Emilia Approach 1 | No preliminary preparation is required. |
| 4 | Reggio Emilia Approach 2 | No preliminary preparation is required. |
| 5 | Montessori Approach 1 | No preliminary preparation is required. |
| 6 | Montessori Approach 2 | No preliminary preparation is required. |
| 7 | Steiner Pedagogy and Waldorf Approach 1 | No preliminary preparation is required. |
| 8 | Steiner Pedagogy and Waldorf Approach 2 | No preliminary preparation is required. |
| 9 | High Scope Approach 1 | No preliminary preparation is required. |
| 10 | High Scope Approach 2 | No preliminary preparation is required. |
| 11 | Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 1 | No preliminary preparation is required. |
| 12 | Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 2 | No preliminary preparation is required. |
| 13 | Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 3 | No preliminary preparation is required. |
| 14 | Student Presentations (Preschool Education Programs implemented in Turkey Evaluation ) 4 | No preliminary preparation is required. |
| 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 | She/He has basic theoretical and practical knowledge about the field of Child Development.. | X | |||||
| 1 | She/He has basic theoretical and practical knowledge about the field of Child Development.. | X | |||||
| 2 | Has knowledge of ethical principles and rules related to the field of Child Development. | X | |||||
| 2 | Has knowledge of ethical principles and rules related to the field of Child Development. | X | |||||
| 3 | Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development. | X | |||||
| 4 | She carries out a given task independently, using her basic knowledge about the field of Child Development. | X | |||||
| 4 | She carries out a given task independently, using her basic knowledge about the field of Child Development. | X | |||||
| 5 | Evaluates the basic knowledge and skills acquired in the field of Child Development with a critical approach. Determines learning needs and directs learning. | X | |||||
| 5 | Evaluates the basic knowledge and skills acquired in the field of Child Development with a critical approach. Determines learning needs and directs learning. | X | |||||
| 6 | Uses computer technologies at the basic level required by the field of Child Development. | X | |||||
| 7 | It can be used effectively by determining the necessary methods for applications related to the field of Child Development. | X | |||||
| 8 | He/she has the ability to produce solutions to unforeseen problems encountered in applications, take responsibility in work groups, and work individually.(dişil) Bunu Google'da ara | X | |||||
| 9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |