Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SENSORY EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| 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. Elif KOYUNOĞLU |
| Assistant(s) | |
| Aim | To increase students' knowledge about sensory development and support in children. |
| Course Content | This course contains; Sensation and Perception; Importance of Perception, Differences in Definitions,,Perception Features, Factors affecting perception,,The Importance of Sensory Education, Objectives to Be Achieved in Sensory Education,,Environment Supporting Sensory Development and Its Importance,Sense Organs, Vision Perception Development and Support,Hearing Perception, Touch Perception Development and Support,Development and Support of Smell and Taste Perception,Perception of Balance, Perception of Proprioception,Examples of Activities to Support the Development of 7 Senses in the Early Period 1,Examples of Activities to Support the Development of 7 Senses in the Early Period 2,Examples of Activities to Support the Development of 7 Senses in the Early Period 3,Student Presentations 1,Student Presentations 2,Student Presentations 3. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic definitions of sensation and perception. | 16, 9 | A |
| Explains the factors affecting perception. | 16, 9 | A |
| Applies activities that support the development of the 7 senses. | A, H | |
| 7 Explains the development process and characteristics of the senses. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sensation and Perception; Importance of Perception, Differences in Definitions, | No preliminary preparation is required. |
| 2 | Perception Features, Factors affecting perception, | No preliminary preparation is required. |
| 3 | The Importance of Sensory Education, Objectives to Be Achieved in Sensory Education, | No preliminary preparation is required. |
| 4 | Environment Supporting Sensory Development and Its Importance | No preliminary preparation is required. |
| 5 | Sense Organs, Vision Perception Development and Support | Reading the sense of vision section from the book Development and Support of the Senses in Infancy and Early Childhood |
| 6 | Hearing Perception, Touch Perception Development and Support | Reading the sense of hearing section from the book Development and Support of the Senses in Infancy and Early Childhood |
| 7 | Development and Support of Smell and Taste Perception | Reading the sense of smell and taste section from the book Development and Support of the Senses in Infancy and Early Childhood |
| 8 | Perception of Balance, Perception of Proprioception | Reading the sense of balance section from the book Development and Support of the Senses in Infancy and Early Childhood |
| 9 | Examples of Activities to Support the Development of 7 Senses in the Early Period 1 | No preliminary preparation is required. |
| 10 | Examples of Activities to Support the Development of 7 Senses in the Early Period 2 | No preliminary preparation is required. |
| 11 | Examples of Activities to Support the Development of 7 Senses in the Early Period 3 | No preliminary preparation is required. |
| 12 | Student Presentations 1 | No preliminary preparation is required. |
| 13 | Student Presentations 2 | No preliminary preparation is required. |
| 14 | Student Presentations 3 | No preliminary preparation is required. |
| Resources |
| Gelişim Psikolojisi- Nobel Yayınevi- Yard. Doç. Hatice Ergin, Yard. Doç. Armağan Yıldız Psikoloji Ve Yaşam- Nobel Yayınevi- Richard J. Gerrig- Philip G. Zimbardo Psikoloiye Giriş - Anadolu Üniversitesi Eğitim Sağlık Ve Bilimsel Araştırma Çalışmaları Vakfı - Özkalp. Enver. Genel Psikoloji- İnkılâp Ve Aka Yay. İstanbul,1978 - Baymur, Feriha. İlköğretim Okulu Birinci Sınıf Öğrencilerinin Görsel Algı Düzeyleri- Aysel Memiş, Tuğba Harmankaya- Nisan 2012 Okul Öncesi Çocukların Görsel Algı Eğitimlerine Yönelik Geliştirilmiş Eğitici Oyuncakların Çocukların Görsel Algılarına Etkisi- E. Gülriz Akaroğlu Esra Dereli 2012 Bebeklik Ve İlk Çocukluk Döneminde (- Ay) Gelişim Duyuların Gelişimi Ve Desteklenmesi- Eğiten Kitap- Müdriye Yıldız Bıçakçı Gelişim Psikolojisi- Nobel Yayıncılık- Yard. Do.. Dr. Hatice Ergun, Yard. Doç. Dr. S. Armağan Yıldız Psikolojiyi Anlamak – Türk Psikologlar Derneği Yayınları – Charles G. Morris Okul Öncesi Dönemde Duyu Eğitimi Ve Etkinlikleri- Kare Yayınları- Dr. Gülden Uyanık Balat, Dr. Ebru Deretarla Gül, Yard. Doç. Dr. Elif Çelebi Öncü Okul Öncesinde Oyun Temelli Duyu Eğitimi- Nobel Yayıncılık- Suzan Cömert Özata 0-36 Ay Çocuklar İçin Eğitim Programı İle Bütünleştirilmiş Aile Destek Eğitim Rehberi (Ebader) Aile Kitabı- Milli Eğitim Bakanlığı- Unicef |
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 | 14 | 1 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| 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) | 115 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(115/30) | 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 |
|---|---|---|---|---|---|
| SENSORY EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
| 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. Elif KOYUNOĞLU |
| Assistant(s) | |
| Aim | To increase students' knowledge about sensory development and support in children. |
| Course Content | This course contains; Sensation and Perception; Importance of Perception, Differences in Definitions,,Perception Features, Factors affecting perception,,The Importance of Sensory Education, Objectives to Be Achieved in Sensory Education,,Environment Supporting Sensory Development and Its Importance,Sense Organs, Vision Perception Development and Support,Hearing Perception, Touch Perception Development and Support,Development and Support of Smell and Taste Perception,Perception of Balance, Perception of Proprioception,Examples of Activities to Support the Development of 7 Senses in the Early Period 1,Examples of Activities to Support the Development of 7 Senses in the Early Period 2,Examples of Activities to Support the Development of 7 Senses in the Early Period 3,Student Presentations 1,Student Presentations 2,Student Presentations 3. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic definitions of sensation and perception. | 16, 9 | A |
| Explains the factors affecting perception. | 16, 9 | A |
| Applies activities that support the development of the 7 senses. | A, H | |
| 7 Explains the development process and characteristics of the senses. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sensation and Perception; Importance of Perception, Differences in Definitions, | No preliminary preparation is required. |
| 2 | Perception Features, Factors affecting perception, | No preliminary preparation is required. |
| 3 | The Importance of Sensory Education, Objectives to Be Achieved in Sensory Education, | No preliminary preparation is required. |
| 4 | Environment Supporting Sensory Development and Its Importance | No preliminary preparation is required. |
| 5 | Sense Organs, Vision Perception Development and Support | Reading the sense of vision section from the book Development and Support of the Senses in Infancy and Early Childhood |
| 6 | Hearing Perception, Touch Perception Development and Support | Reading the sense of hearing section from the book Development and Support of the Senses in Infancy and Early Childhood |
| 7 | Development and Support of Smell and Taste Perception | Reading the sense of smell and taste section from the book Development and Support of the Senses in Infancy and Early Childhood |
| 8 | Perception of Balance, Perception of Proprioception | Reading the sense of balance section from the book Development and Support of the Senses in Infancy and Early Childhood |
| 9 | Examples of Activities to Support the Development of 7 Senses in the Early Period 1 | No preliminary preparation is required. |
| 10 | Examples of Activities to Support the Development of 7 Senses in the Early Period 2 | No preliminary preparation is required. |
| 11 | Examples of Activities to Support the Development of 7 Senses in the Early Period 3 | No preliminary preparation is required. |
| 12 | Student Presentations 1 | No preliminary preparation is required. |
| 13 | Student Presentations 2 | No preliminary preparation is required. |
| 14 | Student Presentations 3 | No preliminary preparation is required. |
| Resources |
| Gelişim Psikolojisi- Nobel Yayınevi- Yard. Doç. Hatice Ergin, Yard. Doç. Armağan Yıldız Psikoloji Ve Yaşam- Nobel Yayınevi- Richard J. Gerrig- Philip G. Zimbardo Psikoloiye Giriş - Anadolu Üniversitesi Eğitim Sağlık Ve Bilimsel Araştırma Çalışmaları Vakfı - Özkalp. Enver. Genel Psikoloji- İnkılâp Ve Aka Yay. İstanbul,1978 - Baymur, Feriha. İlköğretim Okulu Birinci Sınıf Öğrencilerinin Görsel Algı Düzeyleri- Aysel Memiş, Tuğba Harmankaya- Nisan 2012 Okul Öncesi Çocukların Görsel Algı Eğitimlerine Yönelik Geliştirilmiş Eğitici Oyuncakların Çocukların Görsel Algılarına Etkisi- E. Gülriz Akaroğlu Esra Dereli 2012 Bebeklik Ve İlk Çocukluk Döneminde (- Ay) Gelişim Duyuların Gelişimi Ve Desteklenmesi- Eğiten Kitap- Müdriye Yıldız Bıçakçı Gelişim Psikolojisi- Nobel Yayıncılık- Yard. Do.. Dr. Hatice Ergun, Yard. Doç. Dr. S. Armağan Yıldız Psikolojiyi Anlamak – Türk Psikologlar Derneği Yayınları – Charles G. Morris Okul Öncesi Dönemde Duyu Eğitimi Ve Etkinlikleri- Kare Yayınları- Dr. Gülden Uyanık Balat, Dr. Ebru Deretarla Gül, Yard. Doç. Dr. Elif Çelebi Öncü Okul Öncesinde Oyun Temelli Duyu Eğitimi- Nobel Yayıncılık- Suzan Cömert Özata 0-36 Ay Çocuklar İçin Eğitim Programı İle Bütünleştirilmiş Aile Destek Eğitim Rehberi (Ebader) Aile Kitabı- Milli Eğitim Bakanlığı- Unicef |
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 | |