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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | OEA2022013332 | DEVELOPMENT II, IN EARLY CHILDHOOD | Compulsory | 2 | 4 | 6 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | By the end of this course, students will understand the history of developmental study and its major concepts.
They will understand physical, motor and cognitive development in the early childhood years (ages 3 through 6).
They will understand the links between play, development, and language and sybolic thought in the early childhood years.
They will understand the interaction between language, literacy, and schooling in early childhood.
They will understand social and emotional development in the early childhood years, and the place of families and culture in our understandings of dev
And, they will understand moral, gender and identity development in early childhood. | | Name of Lecturer(s) | | Yrd. Doç. Dr. Hatice DARGA | | Learning Outcomes | | 1 | the students will be able to have basic content knowledge and practice for early childhood period | | 2 | Plan educational process intended to support development and learning | | 3 | Organize healthy, supportive and stimulative educational environment | | 4 | Choose, use and prepare material | | 5 | Use alternative and effective learning methods in early childhood period | | 6 | Conduct educational activities considering individual differences | | 7 | Communicate with the families and provide family involvement | | 8 | Work in collaboration with family, school and society | | 9 | Evaluate education program | | 10 | Monitor and evaluate children in different ways | | 11 | Develop effective communication skills | | 12 | Develop awareness for daily usage of information technology | | 13 | Develop skills related to research, exploration and creating alternative solutions | | 14 | develop sense of aesthetics and selectivity skills | | 15 | Have scientific and professional ethic value | | 16 | Plan, comment on research and make inferences | | 17 | Follow national and international developments in early childhood period | | 18 | Use Turkish efficiently and appropriately. | | 19 | Update and develop oneself in teaching | | 20 | Participate in professional activities organizations |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Teories of Childhood Development.
2. Week Physical and motor development in the early childhood years (3-6).
3. Week Physical and motor development (continued).
4. Week Cognitive development in the early childhood years. -Piaget's perspective.
5. Week Cognitive development in the early childhood years. -Vygotsky's perspective.
6. Week Play in early childhood & Sembolic thought.
7. Week Midterm exam
8. Week Language and literacy in the early childhood years. Acquisition of native and second language.
9. Week Social and emotıonal development in early chıldhood: -Social competence and its development., -Emotional competence and its development.
10. Week Social and emotional development (continued): -Peer relations. -Cultural acquisition.
11. Week Development from kindergarten through 3rd grade.
12. Week -Kohlberg's Moral Development theory. -Peer relations.
13. Week -Identity development -Gender & development.
14. Week Families, culture, and cultural differences & Development.
15. Week Final Exams. | | Weekly Detailed Course Contents | |
| 1 | the students will be able to have basic content knowledge and practice for early childhood period
| Listening and interpretation | | | 2 | Plan educational process intended to support development and learning | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 3 | Organize healthy, supportive and stimulative educational environment | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 4 | Choose, use and prepare material | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 5 | Use alternative and effective learning methods in early childhood period | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 6 | Conduct educational activities considering individual differences | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 7 | Communicate with the families and provide family involvement | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 8 | Work in collaboration with family, school and society | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 9 | Evaluate education program | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 10 | Monitor and evaluate children in different ways | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 11 | Develop effective communication skills | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 12 | Develop awareness for daily usage of information technology | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 13 | Develop skills related to research, exploration and creating alternative solutions | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 14 | develop sense of aesthetics and selectivity skills | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 15 | Have scientific and professional ethic value | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | | | 16 | Plan, comment on research and make inferences | Listening and interpretation, Observation/manipulation situations, critical thinking, question posing | |
| | Recommended or Required Reading | | Trawick-Smith, J. (2013). Early Childhood Development: A Multicultural Perspective. Translated to Turkish by Akman et. al., Nobel Yayinlari. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 80 | 80 | | Final Examination | 1 | 100 | 100 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 3 | 4 | 3 | 4 | 3 | 4 | 4 | | LO2 | 3 | 4 | 4 | 5 | 4 | 4 | 3 | | LO3 | 3 | 3 | 4 | 3 | 5 | 4 | 4 | | LO4 | 4 | 3 | 4 | 4 | 3 | 4 | 4 | | LO5 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | | LO6 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | | LO7 | 4 | 4 | 4 | 5 | 3 | 4 | 4 | | LO8 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | | LO9 | 4 | 4 | 4 | 5 | 3 | 4 | 3 | | LO10 | 4 | 5 | 4 | 4 | 4 | 3 | 3 | | LO11 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | | LO12 | 4 | 4 | 4 | 3 | 3 | 4 | 4 | | LO13 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | | LO14 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | | LO15 | 3 | 4 | 4 | 5 | 4 | 4 | 5 | | LO16 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | | LO17 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | | LO18 | 3 | 4 | 3 | 5 | 4 | 4 | 4 | | LO19 | 3 | 4 | 3 | 4 | 4 | 4 | 4 | | LO20 | | | | | | | |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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