| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | OAES0102018332 | CREATIVITY AND CREATIVE CHILDREN ACTIVITIES IN EARLY CHILDHOOD | Elective | 3 | 6 | 4 |
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| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| Children learn the development of mathematical knowledge
Teaching methods appropriate for the child to learn math concepts to improve |
| Name of Lecturer(s) |
| Yrd. Doç. Dr. Hatice Darga |
| Learning Outcomes |
| 1 | The students know theories of creativity | | 2 | The students know importance of creativity | | 3 | The students know characteristic of creative person | | 4 | The students know factors that effect on creativity | | 5 | The students know creativity development in children | | 6 | The students explain creative thinking theories and technics | | 7 | The students develop and apply activities that encourage creativity in preschool children | | 8 | The students assess creativity in children |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| The place and importance of mathematical thinking, mathematics, intelligence, gender, relationship variables such as
social values, the development of pre-school period and for the development of mathematical thinking, different
approaches need to be taken into account educational programs teaching the basic concepts of mathematics teaching
principles, that can contribute to an intuitive basic mathematical mathematics before tanımıokul concepts (counting,
multitude, natural numbers, operations, measurement and related concepts, basic geometric shapes, etc.)., using this
information to create examples of activities. |
| Weekly Detailed Course Contents |
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| 1 | Description of creativity, pecularity of creative thought and ist dimension
| Theoretical | | | 2 | Theories of creativity, importance of creativity | Theoretical | | | 3 | Charactersitics of creative person | Theoretical | | | 4 | Creativity development of children | Theoretical | | | 5 | Factors that effect creativity of children | Theoretical | | | 6 | Creative thinking approaches and technics | Theoretical | | | 7 | Midterm | | | | 8 | Analyzing creativity in early childhood programs; Montessori, Reggio, High/scope, Waldorf, Bank Street | Theoretical | | | 9 | Creativity aspects of Turkish early childhood program | Theoretical | | | 10 | Planning and practising creative art activities | representation and practice of activities | | | 11 | Planning and practising creative drama and story telling activities | representation and practice of activities | | | 12 | Planning and practising creative play and music activities | representation and practice of activities | | | 13 | Planning and practising creative science and math activities | representation and practice of activities | | | 14 | Assesment of children creativity | | | | 15 | General evaluation of the course | group assesment | | | 16 | Final exam | | |
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| Recommended or Required Reading |
| Ustundag, T. (2003)Yaratıcılığa Yolculuk. Ankara; Pegem A Yayıncılık. Fox, J.E.& Schirrmacher, R. (2012). Art & Creative Development for Young Children Isbell, R. T. & Raines, I. Creativity and the Arts with Young Children. Thomson Delmar Learning. 2003. Mayesky, M.. Creative Activities for Young Children. Thomson Delmar Learning. 2006. ARGUN, Y. (2004) OKulöncesi Dönemde Yaratıcılık ve Eğitimi. Anı Yayıncılık. Kalburan Cevher F.N. (2011). Erken Çocukluk Döneminde Yaratıcılık ve Sanat
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| 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 | 1 | 1 |
| Final Examination | 1 | 1 | 1 |
| Quiz | 1 | 1 | 1 |
| Attending Lectures | 1 | 2 | 2 |
| Practice | 6 | 2 | 12 |
| Discussion | 4 | 2 | 8 |
| Question-Answer | 6 | 1 | 6 |
| Team/Group Work | 5 | 2 | 10 |
| Demonstration | 5 | 4 | 20 |
| Brain Storming | 6 | 4 | 24 |
| Report Preparation | 5 | 2 | 10 |
| Report Presentation | 5 | 2 | 10 |
| Role Play/Dramatization | 5 | 4 | 20 |
| Self Study | 4 | 2 | 8 |
| Individual Study for Final Examination | 1 | 2 | 2 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | | LO2 | 3 | 4 | 5 | 4 | 3 | 4 | 3 | | LO3 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | | LO4 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | | LO5 | 3 | 5 | 4 | 3 | 4 | 4 | 4 | | LO6 | 5 | 3 | 4 | 4 | 4 | 4 | 4 | | LO7 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | | LO8 | 5 | 5 | 4 | 4 | 5 | 5 | 4 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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