| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SÇA4032014332 | PROGRAMS AND DIFFERENT APPROACHES IN EARLY CHILDHOOD EDUCATION | Elective | 4 | 7 | 3 |
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| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| Student defines the significant concepts and issues about children with special needs. Compares the similarities and differences between programs in Early Childhood Special Education and Early Childhood Education and plans appropriate curriculum. Organizes the appropriate adjustments in preschool classroom environments and uses the assessment and evaluation tools to improve check list to evaluate the developmental levels of 0-6 year of children. |
| Name of Lecturer(s) |
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| Learning Outcomes |
| 1 | Students will develop check lists to assess the developmental domains of special needs children | | 2 | Students will make appropriate adaptations in curricula for children with special needs in the inclusive classroom | | 3 | Students will compare the differences and similarities between Early Childhood Special Education and Early Childhood Education programmes | | 4 | Students will identify the roles of special education professionals | | 5 | Students will evaluate developmental domains of normally developing children and special needs children in early childhood |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Introduction the Syllabus, textbooks and other materials, making groups for project. Developmental Disorders and Impairments, and the goals of Early Childhood Special Education, Providing Early Education for Special Needs and Service Delivery Systems: Home-based, Center-based or home and center based. Developmentally Appropriate Practices in 0-3 and 3-6 years old children. Arranging the Preschool Classroom and Environmental Checklists. The importance of play in promoting healthy child development. Adapting the Early Childhood Curriculum for Children with special needs. Introducing the Assessment Tolls in Early Childhood Education. Cognitive development in early chilhdood- Group Presentation. Language development in Early Childhood and the effective communication startegies in preschool classroom.-Group Presentation. Promoting the physical development in early childhoood- Group presentation. Adaptive behavior skills development in early childhood--Group Presentation. Social and Emotional Development in early childhood: promoting the social and emotional development-- Group Presentation. |
| Weekly Detailed Course Contents |
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| 1 | Introduction the Syllabus, textbooks and other materials, making groups for project | | | | 2 | Developmental Disorders and Impairments, and the goals of Early Childhood Special Education | | | | 3 | Providing Early Education for Special Needs and Service Delivery Systems: Home-based, Center-based or home and center based | | | | 4 | Developmentally Appropriate Practices in 0-3 and 3-6 years old children | | | | 5 | Arranging the Preschool Classroom and Environmental Checklists | | | | 6 | The importance of play in promoting healthy child development | | | | 7 | Evidence based practices and programme in early childhood special education for children with special needs | | | | 8 | Midterm | | | | 9 | Introduction to responsive teaching programme | | | | 10 | Introducing the Assessment Tolls in Early Childhood Education | | | | 11 | Cognitive development in early chilhdood- Group Presentation | | | | 12 | Language development in Early Childhood and the effective communication startegies in preschool classroom.-Group Presentation | | | | 13 | Promoting the physical development in early childhoood- Group presentation | | | | 14 | Adaptive behavior skills development in early childhood--Group Presentation | | | | 15 | Social and Emotional Development in early childhood: promoting the social and emotional development-- Group Presentation | | | | 16 | Final | | |
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| Recommended or Required Reading |
| Beaty, J. J., (1996). Preschool Appropriate Practices. Harcourt Brace Collage Publishers Bredekamp, S., & Copple, C. (1997). Developmentally Appropriate Practice in early Childhood Programs. NAECY Cook, R. E., Tessier, A., Klein, M. D. (2000). Adapting Early Childhood Curricula for Children in Inclusive Settings. Merill- Prentice-Hall Publishing, Gonzales-Mena, J., Eyer, D. W., (2001). Infants, Toddlers, and Caregivers. Mayfield Publishing Company |
| Planned Learning Activities and Teaching Methods |
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| 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 |
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| Workload Calculation |
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| Midterm Examination | 1 | 10 | 10 |
| Final Examination | 1 | 10 | 10 |
| Attending Lectures | 1 | 10 | 10 |
| Experiment | 1 | 10 | 10 |
| Observation | 1 | 10 | 10 |
| Self Study | 1 | 10 | 10 |
| Individual Study for Mid term Examination | 1 | 10 | 10 |
| Individual Study for Final Examination | 1 | 10 | 10 |
| Reading | 1 | 10 | 10 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 5 | 4 | 4 | 4 | 5 | 4 | | LO2 | 4 | 5 | 5 | 5 | 4 | 4 | 5 | | LO3 | 5 | 4 | 4 | 5 | 4 | 5 | 5 | | LO4 | 3 | 5 | 5 | 5 | 4 | 4 | 5 | | LO5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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