Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE324 | ||||||||
Course Name: | Popular Culture and Children | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
|
||||||||
Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department/Faculty/University | ||||||||
Course Level: |
|
||||||||
Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Prof. Dr. SERVET BAL | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | To examine the relationship between child and popular culture. To work on determining the extent to which popular culture and media affect children's social lives. |
Course Content: | It also reveals the transition from "folk culture" to "popular culture" and "mass culture". Theses about the emergence of childhood as a sample category in the modern-industrial society are being questioned in today's world of visual mass culture. Is childhood shortening in such a world, or does it disappear altogether? Are we going from patriarchy to "childish"? Change in our games and toys: from the transition from steel-club to arcade, from doll to Barbie, from nine tales to cartoons, from the hide-and-seek to the play-station? Childhood "sector" and childhood "capital", etc. What can be said about the facts? The course aims to open a discussion for these questions. |
The students who have succeeded in this course;
|
Week | Subject | Related Preparation |
1) | The meaning and popular culture of the popular | |
2) | Formation process of popular culture | |
3) | The factors affecting the formation of popular culture | |
4) | Popular Culture and Child Relationship in Historical Development Process | |
5) | Popular Culture, Consumption Culture and Child | |
6) | Popular Culture, Consumption Culture and Child | |
7) | Midterm | |
8) | popular culture in Turkey | |
9) | Theoretical Approaches to Popular Culture | |
10) | The role of media in popular culture and child formation | |
11) | The role of media in popular culture and child formation | |
12) | Popular media and other media in terms of their contribution to popular culture and child formation | |
13) | Popular media and other media in terms of their contribution to popular culture and child formation | |
14) | Final |
Course Notes / Textbooks: | Alemdar, Korkmaz ve İrfan Erdoğan, Popüler Kültür ve İletişim, İstanbul: Erk Yayınları, 2005. |
References: | Sunum ve makaleler |
Learning Outcomes | 1 |
||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
Program Outcomes | |||||||||||
1) Have knowledge of children's development, learning characteristics and difficulties. | |||||||||||
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |||||||||||
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |||||||||||
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |||||||||||
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |||||||||||
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |||||||||||
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |||||||||||
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |||||||||||
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |||||||||||
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |||||||||||
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |||||||||||
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Have knowledge of children's development, learning characteristics and difficulties. | |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |
3) | It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |
4) | In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |
5) | In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |
7) | Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |
8) | Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |
9) | It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |
10) | Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |
11) | Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |
12) | Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
Group study and homework |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 12 | 24 |
Study Hours Out of Class | 12 | 72 |
Total Workload | 96 |