ECTS - Sensory Development and Suppor
Sensory Development and Suppor (CHL409) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Sensory Development and Suppor | CHL409 | Area Elective | 2 | 0 | 0 | 2 | 2 |
| 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. |
| Course Lecturer(s) |
|
| Course Objectives | To obtain information about sensory development and to have the competence to consult the family and relevant professionals on the subject |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Sensation and perception; definitions, differences, sensory organs, approaches to sensation and perception, characteristics of perception, factors affecting perception, hearing, sight, touch, smell and taste, proprioception, balance development and support. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Sensation and Perception; Definitions, differences, sense organs | |
| 2 | Approaches to Sensation and Perception, Characteristics of Perception, Factors Affecting Perception | |
| 3 | Hearing Perception; Development and early support | |
| 4 | Visual Perception; Development and early support | |
| 5 | Touch Perception; Development and early support | |
| 6 | Perception of Smell and Taste; Development and early support | |
| 7 | Proprioception; Development and early support | |
| 8 | Sense of Balance; Development and early support | |
| 9 | Developing Activity Examples to Support the Development of the 7 Senses in the Early Period / HOMEWORK | |
| 10 | Midterm | |
| 11 | Activities that support perception development; Suggestions for family and home / family | |
| 12 | Activities that support perception development; Recommendations for professionals/institutions | |
| 13 | Project Presentations / Developing suggestions that support perception development | |
| 14 | Project Presentations / Developing suggestions that support perception development | |
| 15 | Is there a dominant perception in children? / Class Discussion | |
| 16 | Final Exam |
Sources
| Course Book | 1. Child Sense |
|---|---|
| 2. Neuropsychological Assessment | |
| 3. Öğrenme Beyinde Nasıl Oluşur | |
| 4. Sensing the World | |
| 5. Perception | |
| 6. Çocuk Gelişimi ve Eğitimi | |
| 7. Sensation and Perception | |
| 8. Learning Games Exploring the Senses |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 25 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 25 |
| 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 | 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 | 2 | 32 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | |||
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 2 | 10 | 20 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 7 | 7 |
| Prepration of Final Exams/Final Jury | 1 | 9 | 9 |
| Total Workload | 68 | ||