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 | Gains basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | X | ||||
| 2 | Acquires basic concepts, approaches and theories related to the field of child development and relates them to current experiences and national and international developments. | X | ||||
| 3 | It effectively uses sciences such as health, education and psychology by adding them to the basic knowledge and skills of the child development discipline. | X | ||||
| 4 | Gains the ability to identify problems and develop solutions based on the knowledge and skills required by the discipline of child development. | X | ||||
| 5 | Gain the ability to independently carry out the necessary work and take responsibility as an individual and as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. Can independently carry out and take responsibility for the necessary work as an individual or as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. | X | ||||
| 6 | Have the basic knowledge required for applications in preschool education institutions, private education institutions and health institutions regarding child development education. | X | ||||
| 7 | Identify learning needs related to lifelong learning regarding child development and education and provide necessary guidance. | X | ||||
| 8 | Acts in accordance with professional ethics and social responsibility in all professional field practices and social relations. | X | ||||
| 9 | It carries out studies to raise awareness of society and other professional groups on child development. | X | ||||
| 10 | She/He can track information in her field and communicate with colleagues using a universal foreign language. | X | ||||
| 11 | Gains the ability to conduct resource research to access information and 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 | In the field of child development, it is sensitive to the universality of social rights, the protection of quality cultural values, and occupational health and safety. | X | ||||
| 15 | Evaluates, prepares and uses materials required by the field of child development (educational toys, educational books and brochures, game materials) in line with 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 | ||