ECTS - Developmental Psychology
Developmental Psychology (CHL201) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Developmental Psychology | CHL201 | 3 | 1 | 0 | 4 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Observation Case Study, Problem Solving, Brain Storming. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of this course is to increase the level of basic knowledge about concepts related to developmental psychology, factors affecting development, developmental principles, research methods in developmental psychology, developmental theories, learning theories, Humanist theories, cognitive theories, and developmental periods, the definition of prenatal, infancy (0–2 years), first childhood (2–6), second childhood (6–12 years), adolescence (12–18 years), young adulthood (20–30 years), middle adulthood (30 -60 years old) and advanced adulthood (60-70 years old) periods. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The phenomenon of lifelong development, basic concepts and theories about development, prenatal and postnatal development and birth process, infancy, early childhood, middle and late childhood, development in adolescence. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Basic concepts in developmental psychology | |
| 2 | Research methods in developmental psychology | |
| 3 | Developmental theories (psychoanalytic theory, freud: psychoanalytic theory erikson: psychosocial theory). | |
| 4 | Learning theories. Behaviorists (pavlov: classical conditioning, skinner: operant conditioning, bandura: social learning theory) | |
| 5 | Humanist theories (buhler: developmental period theory, maslow: hierarchy of needs theory, rogers: individual development theory | |
| 6 | Cognitive theories, piaget: cognitive development theory, information processing theory, ethological theory (lorenz developmental theories: psychoanalytic theory | |
| 7 | Factors affecting development (heredity (hormones) environment time) | |
| 8 | Midterm | |
| 9 | Developmental principles and different perspectives on child development (historical, evolutionary, normative) | |
| 10 | Fertilization - pregnancy and prenatal period | |
| 11 | Infancy (0–2 years) period | |
| 12 | First childhood (game age) (2–6) and second childhood (6–12 years) | |
| 13 | Adolescence (12–18 years) and young adulthood (20–30 years) | |
| 14 | Mid adulthood (30–60 years) and advanced adulthood (60–70 years) | |
| 15 | Presentation | |
| 16 | Final Exam |
Sources
| Course Book | 1. Çocuk Gelişim Psikolojisi |
|---|---|
| 2. Çocuk Ruh Sağlığı. Çocuğun Kişilik Gelişimi, Yetiştirilmesi ve Ruhsal Sorunları | |
| 3. Ergenin Ruhsal Gelişimi | |
| 4. Gelişim ve Öğrenme Psikolojisi | |
| 5. Çocuğunuzun İlk 6 Yılı |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | 1 | 20 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| 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 | 4 | 64 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | 1 | 8 | 8 |
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 7 | 7 |
| Prepration of Final Exams/Final Jury | 1 | 15 | 15 |
| Total Workload | 136 | ||