ECTS - Cognitive and Language Development
Cognitive and Language Development (CHL205) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Cognitive and Language Development | CHL205 | 3. Semester | 3 | 1 | 0 | 4 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Experiment, Question and Answer, Drill and Practice, Observation Case Study, Problem Solving, Brain Storming, Role Play. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of lesson is to enable students to understand the importance of cognitive development in human life, to understand the relationship of cognitive development with other areas of development, to know basic concepts in cognitive development, to perceive developmental processes and to prepare programs that support cognitive development in line with the child's needs. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The structure, function and deterioration of the brain lobes, basic concepts of cognitive development, cognitive development theories, information processing theories, definitions and measurement of intelligence, factors affecting cognitive development, processes in cognitive development, cognitive development by age, developmental risks and safety issues in terms of cognitive development in different developmental periods. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction to cognitive development Basic concepts in cognitive development | |
| 2 | Cognitive development theories | |
| 3 | Factors affecting cognitive development | |
| 4 | Cognitive development processes | |
| 5 | The relationship between cognitive development and other areas of development | |
| 6 | Developmental changes in cognitive development processes | |
| 7 | Midterm I | |
| 8 | Basic concepts about language development, Components of Language | |
| 9 | Theoretical approaches to explain language development | |
| 10 | Communication and language development in infancy | |
| 11 | Language development in preschool period | |
| 12 | Language development characteristics in school-age children-literacy development | |
| 13 | Reasons that cause problems in language development, evaluation of language development | |
| 14 | Methods and approaches that support language development, evaluation of studies that support language development | |
| 15 | An overview | |
| 16 | Final Exam |
Sources
| Course Book | 1. Concepts, Kinds, and Cognitive Development (Learning, Development, and Conceptual Change) |
|---|---|
| 2. The Child's Theory of Mind (Learning, Development & Conceptual Change) | |
| 3. The cognitive neuroscience of face processing | |
| 4. Bilişsel Gelişim | |
| 5. Bilişsel Psikoloji ve Öğrenme | |
| 6. Piaget’in Duyuşsal ve Bilişsel Gelişim Kuramı | |
| 7. Dil ve Kavram Gelişimi | |
| 8. Language Development: An Introduction | |
| 9. İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar ve Eğitimleri | |
| 10. Dil ve Beyin | |
| 11. Language Disorders. Assessment and Evaluation: Infancy through adolescent | |
| 12. Yetersizliği Olan Bireylerde Dil ve İletişim Becerilerinin Desteklenmesi |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 20 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | To have basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | X | ||||
| 2 | To be able to understand the basic concepts, approaches and theories in the field of child development, to associate them with current life, national and international developments. | X | ||||
| 3 | To be able to use sciences such as health, education, and psychology along with the basic knowledge and skills of the discipline of child development. | X | ||||
| 4 | To be able to identify the problems encountered and develop solutions based on the knowledge and skills required by the discipline of child development. | X | ||||
| 5 | To be able to independently carry out the necessary work as an individual and as a team member, and take responsibility in the practices related to child development education in preschool education institutions, private education institutions and health institutions | X | ||||
| 6 | To be able to have the necessary basic knowledge for applications in preschool education institution, private education institution and health institutions related to child development education. | X | ||||
| 7 | To be able to determine the learning needs associated to lifelong learning related to child development and education and to make the necessary guidance. | X | ||||
| 8 | To be able to act in accordance with professional ethics and social-responsibility-understanding in all field practices and social relations of the profession | X | ||||
| 9 | To be able to carry out studies on child development to raise awareness of society and other professional groups . | X | ||||
| 10 | To be able to follow the information in the field and communicate with colleagues by using a universal foreign language. | X | ||||
| 11 | To be able to do resource research for the purpose of accessing information, to use databases, numerical values and other information sources. | X | ||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | X | ||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | X | ||||
| 14 | To be able to show sensitivity to the universality of social rights in the field of child development, protection of quality cultural values, occupational health and safety. | X | ||||
| 15 | To be able to evaluate and prepare the materials required by the field of child development (educational toys, educational books and brochures, game material) and to use them for educational purposes. | X | ||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 4 | 64 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 2 | 32 |
| Presentation/Seminar Prepration | 1 | 3 | 3 |
| Project | |||
| Report | |||
| Homework Assignments | 1 | 7 | 7 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 10 | 10 |
| Prepration of Final Exams/Final Jury | 1 | 15 | 15 |
| Total Workload | 131 | ||