Childhood Development (Second Education) | |||||
Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 |
Course Code: | CGL111 | ||||||||
Course Name: | Öğretim İlke ve Yöntemleri | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. FULDEN TUNÇ GENÇ | ||||||||
Course Lecturer(s): |
Öğr.Gör. FULDEN TUNÇ GENÇ |
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Course Assistants: |
Course Objectives: | The aim of this course is to provide basic knowledge in order to answer the basic questions as follows; why we need preschool education? Why the preschool teachers has to be well educated by using special techniques? What kinds of teaching techniques can be used in this procedure? How can be established a positive education atmosphere in order to provide proper knowledge level. |
Course Content: | • Describe teaching techniques that have an important place in the education process. • Evaluates various learning theories and learning styles. • Gives information on classroom supervision, effective communication, and schoolgrowth. • Determines the relationship between the various skills and learning theories gained during childhood. • Informs the school about the support of the child's self-esteem and self-esteem levels. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | an overview of the lesson | |
2) | • explain why pre-school education is necessary • The preschool period can discuss the child's development areas • Analyze the characteristics of age periods in preschool period | |
3) | Explain learning theories • Criticize the positive and negative aspects of the full learning model. • Defines multiple intelligence theory • Implement a project-based learning system. | |
4) | Define learning styles • Explain visual learning • Auditory learning can compare kinesthetic learning and affective learning. | |
5) | • Review and discuss pre-school program • In the pre-school program, the child may be introduced and evaluated. • Analyze the importance of family involvement in the preschool program. | |
6) | • Practice on effective communication. • Describe effective listening intent • Communication types are known and can be distinguished from each other | |
7) | • Can apply for classroom management before school. • Discuss the physical environment of the class, the order and the rules that should be put in the classroom. • Define classroom management models | |
8) | • Evaluation of students with the use of a midterm | |
9) | • Gives information about classroom management and how to deal with problem behaviors in the pre-school period. • Prepare a program for preventing and organizing unwanted behavior for students with classroom disruptive behaviors • It can apply all the prepared programs. | |
10) | • Information about children's autocontrol development • The aim of the discipline is to summarize why auto-control development is important • Children can practice to improve autocontrol. | |
11) | • Discuss 10 ways to prevent effective discipline • Summarize what needs to be done to prevent a crisis from occurring. • Explain the factors that prevent discipline. | |
12) | • Can practice self-esteem and self-confidence development in children • Summarize the basic features of the responsibility training. | |
13) | • Analyze the process of school maturity • Can pass on information about behaviors and skills that should be acquired in children when passing primary education. • Summarize the issues of readiness and school grief | |
14) | • Discuss the importance of family in child development • Can make practices that enable family participation in preschool programs • Analyze practices that can be done for the participation of the family in education. | |
15) | • Evaluation of students in final exam |
Course Notes / Textbooks: | Okul Öncesi Dönemde Sosyal Beceriler ©2010 | PegemYayıncılık ,Yayın Tarihi, Ekim 2010 ISBN- 9786054282135 |
References: | Okul Öncesi Dönemde Sosyal Beceriler ©2010 | PegemYayıncılık ,Yayın Tarihi, Ekim 2010 ISBN- 9786054282135 |
Learning Outcomes | 1 |
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Program Outcomes | ||
1) Describes the general concepts scientific theorises in child development area and may be able to compare among systems. | ||
2) The knowledge that is obtained during lectures about child development may be engaged to life conditions | ||
3) Students have social responsibility that related to their work proficiency and they also enthusiastic to join these kinds of projects |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Describes the general concepts scientific theorises in child development area and may be able to compare among systems. | 5 |
2) | The knowledge that is obtained during lectures about child development may be engaged to life conditions | 5 |
3) | Students have social responsibility that related to their work proficiency and they also enthusiastic to join these kinds of projects | 5 |
Field Study | |
Peer Review | |
Expression | |
Homework |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Homework | |
Application |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 2 | % 20 |
Midterms | 1 | % 20 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 15 | 3 | 45 |
Field Work | 15 | 1 | 15 |
Homework Assignments | 1 | 10 | 10 |
Midterms | 1 | 20 | 20 |
Final | 1 | 30 | 30 |
Total Workload | 120 |