Pre-School Education
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

OKLP405

Course Name:

Adaptation to Schools and Early Literacy Education

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Assoc. Prof. AYSUN GÜROL

Course Lecturer(s):

Assoc. Prof. AYSUN GÜROL
Dr.Öğr.Üyesi TUĞBA KORKMAZ

Course Assistants:

Course Objective and Content

Course Objectives:

Understanding development of literacy in early childhood; supporting early literacy skills; gaining basic knowledge and skills about literacy based educational programs and learning environments.

Course Content:

Definition of readiness to read and factors affecting readiness; dimensions of primitive preparation (physical, social, emotional, cognitive, language, self-care skills), basic concepts, literacy approaches, factors affecting reading acquisition, the development of literacy skills, early literacy, reading skills and subfields; alphabet information (pre-alphabetical level, logographic level, partial alphabet level / semi-phonetic level, full alphabet level, phonological process skills (voice awareness, voice memory, voice use), verbal language skills and vocabulary development; preparation for writing (writing awareness), pre-school planning, implementation and evaluation of reading and writing activities appropriate to the training program

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Describe the readiness to read and explain the factors affecting readiness
2 - Skills
Cognitive - Practical
1) Explain language and concept development in early years, factors that effect in language and concept development, and teachers’ role.
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
1) Be aware of the importance of early childhood education programs, teachers and learning environments to help developing literacy skills.
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Definition and factors affecting school-readiness
2)	Physical, social and emotional dimensions of primary school preparation
3)	The dimensions of primary school preparation related to cognitive, language and self-efficacy skills
4)	Preparing activities to acquire the reading competence
5)	The importance of literacy readiness activities in pre-school education
6)	Basic concepts related to early literacy skills
7)	Early literacy components
8)	Midterm
9)	Factors affecting early literacy development
10)	Early early childhood literacy program planning
11)	Early literacy planning for early childhood
12)	Early childhood early literacy program implementation
13)	Interactive book reading skills
14)	Final exam

Sources

Course Notes / Textbooks:	yok
References:	yok

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3
Program Outcomes
1) P1.Having the ability to use the native language correctly and effectively
2) P2. Being aware of personal differences.
3) P3. Having an understanding of the personal development characteristics and development process in early childhood.
4) P4. Being able to read, interpret and discuss academic studies on their field.
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems.
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development.
7) P7. Knowing a foreign language at least on a basic level.
8) P8. Being able to develop a positive attitude towards lifelong learning.
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary.
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken.
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children.
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation.
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose.
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions.
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1.Having the ability to use the native language correctly and effectively	3
2)	P2. Being aware of personal differences.	4
3)	P3. Having an understanding of the personal development characteristics and development process in early childhood.	2
4)	P4. Being able to read, interpret and discuss academic studies on their field.	3
5)	P5. Following progressive sources about the field, and using said sources on resolving the possible problems.
6)	P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development.
7)	P7. Knowing a foreign language at least on a basic level.
8)	P8. Being able to develop a positive attitude towards lifelong learning.
9)	P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.	2
10)	P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary.
11)	P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken.
12)	P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children.
13)	P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation.
14)	P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
15)	P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose.	2
16)	P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions.
17)	P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based.	1

Learning Activity and Teaching Methods

Expression
Individual study and homework
Lesson
Reading
Homework
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Individual Project
Presentation

Assessment & Grading

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

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	14	5	70
Midterms	1	3	3
Final	1	3	3
Total Workload			118