ECTS - Infancy and Early Childhood Practices
Infancy and Early Childhood Practices (CHL302) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Infancy and Early Childhood Practices | CHL302 | 6. Semester | 2 | 6 | 0 | 5 | 8 |
| 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 | Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | To be able to evaluate the social-emotional, cognitive, motor, language, and self-care developments in 0-6 years of infancy and early childhood children, and to prepare and implement a full-day development support program to support their development. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Early intervention definition, services, goals, individualized family support plan, early intervention issues, early intervention steps, early intervention service options; practices with infancy and early childhood children and their families. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Observation | |
| 2 | Observation | |
| 3 | Developmental assessment of children in the institution | |
| 4 | Developmental assessment of children in the institution | |
| 5 | Planning and implementing developmental support programs using activity types | |
| 6 | Planning and implementing developmental support programs using activity types | |
| 7 | Planning and implementing developmental support programs using activity types | |
| 8 | Planning and implementing developmental support programs using activity types | |
| 9 | Planning and implementing developmental support programs using activity types | |
| 10 | Planning and implementing developmental support programs using activity types | |
| 11 | Planning and implementing developmental support programs using activity types | |
| 12 | Planning and implementing developmental support programs using activity types | |
| 13 | Planning and implementing developmental support programs using activity types | |
| 14 | Planning and implementing developmental support programs using activity types | |
| 15 | Planning and implementing developmental support programs using activity types | |
| 16 | Final Exam (Report submission) |
Sources
| Course Book | 1. Okul öncesi Dönemde Müzik Eğitimi |
|---|---|
| 2. Okul Öncesi Dönemde Alternatif Değerlendirme | |
| 3. İz bırakmak: Çocuk, Sanat ve Yaratıcılık | |
| 4. Okul Öncesi Eğitim Programı (36-72 ay) | |
| 5. Okul Öncesi Eğitim Programı (0-36 ay) |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | 15 | 50 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | - | - |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 16 | 100 |
| Percentage of Semester Work | 1 |
|---|---|
| Percentage of Final Work | 99 |
| 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) | 2 | 3 | 6 |
| Laboratory | |||
| Application | 14 | 8 | 112 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 5 | 70 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | |||
| Prepration of Final Exams/Final Jury | 1 | 13 | 13 |
| Total Workload | 201 | ||