Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILDREN'S LITERATURE | - | 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. Merve YÜCEL BASUT |
| Assistant(s) | |
| Aim | To ensure that students are taught the characteristics of good children's books and the importance of the book. |
| Course Content | This course contains; The concept and general characteristics of children's literature,Contribution to children and Society of children's literature ,Traits of children's books,Features of the internal structure of children's books.,On the development of children with appropriate book selection,Suitable for the development of children reading a book,Short stories, fairy tales and Stories,Nursery rhymes, riddles, and poems,Special topics in children's literature,Storytelling techniques,Children's literature review Sample 1,Children's literature review Sample 2,Children's literature review Sample 3,Children's literature review Sample 3. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the types of children's literature. | ||
| Uses books appropriate to age groups and developmental characteristics. | ||
| Recognizes the qualities that should be present in children's books. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The concept and general characteristics of children's literature | No preliminary preparation is required. |
| 2 | Contribution to children and Society of children's literature | No preliminary preparation is required. |
| 3 | Traits of children's books | No preliminary preparation is required. |
| 4 | Features of the internal structure of children's books. | No preliminary preparation is required. |
| 5 | On the development of children with appropriate book selection | No preliminary preparation is required. |
| 6 | Suitable for the development of children reading a book | No preliminary preparation is required. |
| 7 | Short stories, fairy tales and Stories | No preliminary preparation is required. |
| 8 | Nursery rhymes, riddles, and poems | No preliminary preparation is required. |
| 9 | Special topics in children's literature | No preliminary preparation is required. |
| 10 | Storytelling techniques | No preliminary preparation is required. |
| 11 | Children's literature review Sample 1 | No preliminary preparation is required. |
| 12 | Children's literature review Sample 2 | No preliminary preparation is required. |
| 13 | Children's literature review Sample 3 | No preliminary preparation is required. |
| 14 | Children's literature review Sample 3 | No preliminary preparation is required. |
| Resources |
| Şirin, M. (1998). Çocuk Edebiyatı. İstanbul: Çocuk Vakfı Yayınları. Güleç, H., Geçgel, H. (2006). Çocuk Edebiyatı. Ankara: Kök Yayıncılık. Sever, S. (2010). Çocuk ve Edebiyat. İzmir: Tudem Yayıncılık. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The student acquires theoretical and practical knowledge related to his field at a basic level. | X | |||||
| 2 | The student owns information about moral discipline and ethical rules related to his field. | X | |||||
| 3 | The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. | X | |||||
| 4 | The student manages a duty independently by using the knowledge about his field at a basic level. | X | |||||
| 5 | The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. | X | |||||
| 6 | The student uses effective communication with related people and institutions about child development issues, by submitting his/her solutions. | X | |||||
| 7 | that can be used effectively by determining the methods, technical services and technologies required for applications related to the field | ||||||
| 8 | He/she can produce solutions to unforeseen problems encountered in applications, can take responsibility in work groups, and has the ability to work individually. | ||||||
| 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. | ||||||
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 | 14 | 1 | 14 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 1 | 20 | 20 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 14 | 2 | 28 | |||
| 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 |
|---|---|---|---|---|---|
| CHILDREN'S LITERATURE | - | 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. Merve YÜCEL BASUT |
| Assistant(s) | |
| Aim | To ensure that students are taught the characteristics of good children's books and the importance of the book. |
| Course Content | This course contains; The concept and general characteristics of children's literature,Contribution to children and Society of children's literature ,Traits of children's books,Features of the internal structure of children's books.,On the development of children with appropriate book selection,Suitable for the development of children reading a book,Short stories, fairy tales and Stories,Nursery rhymes, riddles, and poems,Special topics in children's literature,Storytelling techniques,Children's literature review Sample 1,Children's literature review Sample 2,Children's literature review Sample 3,Children's literature review Sample 3. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the types of children's literature. | ||
| Uses books appropriate to age groups and developmental characteristics. | ||
| Recognizes the qualities that should be present in children's books. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The concept and general characteristics of children's literature | No preliminary preparation is required. |
| 2 | Contribution to children and Society of children's literature | No preliminary preparation is required. |
| 3 | Traits of children's books | No preliminary preparation is required. |
| 4 | Features of the internal structure of children's books. | No preliminary preparation is required. |
| 5 | On the development of children with appropriate book selection | No preliminary preparation is required. |
| 6 | Suitable for the development of children reading a book | No preliminary preparation is required. |
| 7 | Short stories, fairy tales and Stories | No preliminary preparation is required. |
| 8 | Nursery rhymes, riddles, and poems | No preliminary preparation is required. |
| 9 | Special topics in children's literature | No preliminary preparation is required. |
| 10 | Storytelling techniques | No preliminary preparation is required. |
| 11 | Children's literature review Sample 1 | No preliminary preparation is required. |
| 12 | Children's literature review Sample 2 | No preliminary preparation is required. |
| 13 | Children's literature review Sample 3 | No preliminary preparation is required. |
| 14 | Children's literature review Sample 3 | No preliminary preparation is required. |
| Resources |
| Şirin, M. (1998). Çocuk Edebiyatı. İstanbul: Çocuk Vakfı Yayınları. Güleç, H., Geçgel, H. (2006). Çocuk Edebiyatı. Ankara: Kök Yayıncılık. Sever, S. (2010). Çocuk ve Edebiyat. İzmir: Tudem Yayıncılık. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The student acquires theoretical and practical knowledge related to his field at a basic level. | X | |||||
| 2 | The student owns information about moral discipline and ethical rules related to his field. | X | |||||
| 3 | The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. | X | |||||
| 4 | The student manages a duty independently by using the knowledge about his field at a basic level. | X | |||||
| 5 | The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. | X | |||||
| 6 | The student uses effective communication with related people and institutions about child development issues, by submitting his/her solutions. | X | |||||
| 7 | that can be used effectively by determining the methods, technical services and technologies required for applications related to the field | ||||||
| 8 | He/she can produce solutions to unforeseen problems encountered in applications, can take responsibility in work groups, and has the ability to work individually. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |