Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD PSYCHOLOGY | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
| Name of Lecturer(s) | Res.Assist. Derya ERYİĞİT |
| Assistant(s) | |
| Aim | The objective of this course is for the student to obtain introductory knowledge of the developmental processes that occur in humans from conception to late childhood. The major goals of the course are: (1) to make you familiar with normal processes of child development; (2) to acquaint you with some of the basic concepts and research methods that are used in the study of child development; (3) to give you an overview of current theories about children's development, as well as to discuss the relations between theories, empirical research strategies, and research results; and (4) to discuss cultural perceptions of child development. |
| Course Content | This course contains; Introduction and Research in Child Development ,Theories of Child Development , Genetics and Prenatal Development , Birth Infants: Physical and Nervous System Development , Infants: Perceptual and Cognitive Development , Infants: Social and Emotional Development ,Infant: Language Development ,Early Childhood: Physical and Cognitive Development ,Early Childhood: Memory and Social Development , Early Childhood: Social/Emotional Development,Middle Childhood: Physical and Cognitive Development ,Middle Childhood: Emotional/Social Development ,Middle Childhood: Moral Development ,Overwiev. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the field of child psychology | 10, 16, 9 | A, E, G |
| Knows the important aspects of child development | 10, 16, 9 | A, E, G |
| Explain the basic concepts of child development | 10, 16, 9 | A, E, G |
| Gives information about the physical and cognitive development of the child | 10, 16, 9 | A, E, G |
| Explain social and emotional development of the child | 10, 16, 9 | A, E, G |
| Discuss the difference between early and middle childhood in terms of developmental areas. | 10, 16, 9 | A, E, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction and Research in Child Development | Reading related resources. Berk (2012). Chapter 1. The field of child development. s. 4-10. |
| 2 | Theories of Child Development | Reading related resources. Berk (2012). Chapter 2. Theory and research in child development. p. 10-38. |
| 3 | Genetics and Prenatal Development | Reading related resources. Berk (2012). Chapter 3. Biological foundations, prenatal development, and birth. p. 72-127. |
| 4 | Birth Infants: Physical and Nervous System Development | Reading related resources. Berk (2012). Infancy: Early Learning, Motor Skills, and Perceptual Capacities. p. 128-174. |
| 5 | Infants: Perceptual and Cognitive Development | Reading related resources. Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives. p. 224-275. |
| 6 | Infants: Social and Emotional Development | Reading related resources. Berk (2012). Emotional development. p. 400-446. |
| 7 | Infant: Language Development | Reading related resources. Berk (2012). Language Development p. 358-400. |
| 8 | Early Childhood: Physical and Cognitive Development | Reading related resources. Berk (2012). Physical Growth. p. 174-223. |
| 9 | Early Childhood: Memory and Social Development | Reading related resources. Berk (2012). Self and Social Understanding. p.446-483. |
| 10 | Early Childhood: Social/Emotional Development | Reading related sresources. Berk (2012). Berk (2012). Development of attachment. p. 428-446. |
| 11 | Middle Childhood: Physical and Cognitive Development | Reading related resources.Berk (2012). Constructing an identity: Who should I become? p. 468-483. |
| 12 | Middle Childhood: Emotional/Social Development | Reading related resources. Berk (2012). Thinking about other people. p. 476-483. |
| 13 | Middle Childhood: Moral Development | Reading related resources. Berk (2012). Moral Development. p. 484- 507. |
| 14 | Overwiev | Overview of the covered contents. |
| Resources |
| Berk, L. (2012). Child Development. 9th edition. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | ||||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | ||||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | ||||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | ||||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
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 | 10 | 10 | |||
| General Exam | 2 | 40 | 80 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 118 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(118/30) | 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 |
|---|---|---|---|---|---|
| CHILD PSYCHOLOGY | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
| Name of Lecturer(s) | Res.Assist. Derya ERYİĞİT |
| Assistant(s) | |
| Aim | The objective of this course is for the student to obtain introductory knowledge of the developmental processes that occur in humans from conception to late childhood. The major goals of the course are: (1) to make you familiar with normal processes of child development; (2) to acquaint you with some of the basic concepts and research methods that are used in the study of child development; (3) to give you an overview of current theories about children's development, as well as to discuss the relations between theories, empirical research strategies, and research results; and (4) to discuss cultural perceptions of child development. |
| Course Content | This course contains; Introduction and Research in Child Development ,Theories of Child Development , Genetics and Prenatal Development , Birth Infants: Physical and Nervous System Development , Infants: Perceptual and Cognitive Development , Infants: Social and Emotional Development ,Infant: Language Development ,Early Childhood: Physical and Cognitive Development ,Early Childhood: Memory and Social Development , Early Childhood: Social/Emotional Development,Middle Childhood: Physical and Cognitive Development ,Middle Childhood: Emotional/Social Development ,Middle Childhood: Moral Development ,Overwiev. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the field of child psychology | 10, 16, 9 | A, E, G |
| Knows the important aspects of child development | 10, 16, 9 | A, E, G |
| Explain the basic concepts of child development | 10, 16, 9 | A, E, G |
| Gives information about the physical and cognitive development of the child | 10, 16, 9 | A, E, G |
| Explain social and emotional development of the child | 10, 16, 9 | A, E, G |
| Discuss the difference between early and middle childhood in terms of developmental areas. | 10, 16, 9 | A, E, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction and Research in Child Development | Reading related resources. Berk (2012). Chapter 1. The field of child development. s. 4-10. |
| 2 | Theories of Child Development | Reading related resources. Berk (2012). Chapter 2. Theory and research in child development. p. 10-38. |
| 3 | Genetics and Prenatal Development | Reading related resources. Berk (2012). Chapter 3. Biological foundations, prenatal development, and birth. p. 72-127. |
| 4 | Birth Infants: Physical and Nervous System Development | Reading related resources. Berk (2012). Infancy: Early Learning, Motor Skills, and Perceptual Capacities. p. 128-174. |
| 5 | Infants: Perceptual and Cognitive Development | Reading related resources. Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives. p. 224-275. |
| 6 | Infants: Social and Emotional Development | Reading related resources. Berk (2012). Emotional development. p. 400-446. |
| 7 | Infant: Language Development | Reading related resources. Berk (2012). Language Development p. 358-400. |
| 8 | Early Childhood: Physical and Cognitive Development | Reading related resources. Berk (2012). Physical Growth. p. 174-223. |
| 9 | Early Childhood: Memory and Social Development | Reading related resources. Berk (2012). Self and Social Understanding. p.446-483. |
| 10 | Early Childhood: Social/Emotional Development | Reading related sresources. Berk (2012). Berk (2012). Development of attachment. p. 428-446. |
| 11 | Middle Childhood: Physical and Cognitive Development | Reading related resources.Berk (2012). Constructing an identity: Who should I become? p. 468-483. |
| 12 | Middle Childhood: Emotional/Social Development | Reading related resources. Berk (2012). Thinking about other people. p. 476-483. |
| 13 | Middle Childhood: Moral Development | Reading related resources. Berk (2012). Moral Development. p. 484- 507. |
| 14 | Overwiev | Overview of the covered contents. |
| Resources |
| Berk, L. (2012). Child Development. 9th edition. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | ||||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | ||||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | ||||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | ||||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |