ECTS - Early Childhood Developmental Support Programs
Early Childhood Developmental Support Programs (CHL309) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Early Childhood Developmental Support Programs | CHL309 | Area Elective | 3 | 2 | 0 | 4 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Problem Solving, Brain Storming. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of this course is; To increase basic knowledge levels for comparatively analyzing the models of pre-school education in Turkey and other countries and comparing the approach taken with the pre-school education practices in Turkey with detailed research, reporting and presentation skills |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Definitions and concepts related to developmental support program in early childhood (0-8 years); the importance of the developmental support program; issues to be considered while preparing a developmental support program; general characteristics of developmental support programs; general processes in developmental support program planning; support programs and examples for different areas. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction: Historical development of early childhood education | |
| 2 | Distribution of different models and projects in early childhood education and determination of working principles | |
| 3 | Different models of project preparation in early childhood education | |
| 4 | Different models of project preparation in early childhood education | |
| 5 | Different models of project preparation in early childhood education | |
| 6 | Project presentations-Montessori | |
| 7 | Project presentations - Child to Child, Homeschool approaches | |
| 8 | Midterm | |
| 9 | Project presentations-HIPPY, HATAF approaches | |
| 10 | Project presentations-Head Start, project, approaches | |
| 11 | Project presentations-High Scope, Bankstreet approaches | |
| 12 | Project presentations-Minesota, PAT, Pyramid | |
| 13 | Project presentations-Waldorf, Reggio Emilia approaches | |
| 14 | Preschool education and parent education programs implemented in Turkey | |
| 15 | An overview | |
| 16 | Final Exam |
Sources
| Course Book | 1. Avcı, Neslihan, Toraman, Mehmet, (2012) Okulöncesi Öğretmeni. Okulöncesi Eğitime Giriş Ed. Eğiten Kitap Norsken Ltd.Şti. Ankara (Yaklaşıma göre değişen güncel kaynaklar) |
|---|---|
| 2. Aral, Neriman; Kandır, Adalet (2001),Okul Öncesi Eğitim 2, Yapa, İstanbul | |
| 3. Başal, Handan, Asude (2005), Okul Öncesi Eğitimin İlke ve Yöntemleri, Morpa, İstanbul | |
| 4. Başal, Handan, Asude (2005), Okul Öncesi Eğitim, Morpa, İstanbul | |
| 5. Temel, Fulya; Kandır, Adalet; Erdemir, Nilay; Koçer, Hale (2004) Proje Yaklaşımı ve Program Örnekleri, Morpa Kültür Yayınları, İstanbul | |
| 6. Sevinç, Müzeyyen. 2003, Gelişim ve Eğitimde Yeni Yaklaşımlar, Morpa Kültür Yayınları, İstanbul |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 30 |
| Presentation | 1 | 30 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | - | - |
| Final Exam/Final Jury | 1 | 40 |
| 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 | 5 | 80 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 12 | 2 | 24 |
| Presentation/Seminar Prepration | 1 | 12 | 12 |
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 7 | 7 |
| Prepration of Final Exams/Final Jury | 1 | 12 | 12 |
| Total Workload | 135 | ||