Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE237 | ||||||||
Course Name: | Gender in Early Childhood | ||||||||
Course Semester: |
Fall |
||||||||
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): |
Assoc. Prof. KERİME DERYA BEYDAĞ Öğr.Gör. HATİCE NUR GÖKCAN ALHAN Prof. Dr. SERVET BAL |
||||||||
Course Assistants: |
Course Objectives: | The aim of this course is to examine the issue of gender and the young child. Biological and social differences between boys and girls are explored. Factors that influence young children’s identification and adoption of gender roles are identified together with learning about how young children understand and perceive gender. Emphasis will be placed on the strategies all carers can adopt in order to encourage an environment that actively promotes gender equity |
Course Content: | Definition, importance and scope of sexual education in early childhood, common problems, suggestions to teachers and families, basic concepts and gender theories in gender, gender role development and factors affecting this development, family and gender, media and gender, child literature and gender, games - toys and gender, preschool institutions, teachers and gender, programs implemented to achieve gender equality in different countries, recommendations and activities to ensure gender equality. |
The students who have succeeded in this course;
|
Week | Subject | Related Preparation |
1) | course introduction | articles, presentations |
2) | Definition of sexual education in early childhood | articles, presentations |
3) | The importance of sexual education in early childhood | course introduction |
4) | Common problems in sexual education in early childhood | course introduction |
5) | Suggestions to teachers and families in sexual education in early childhood | course introduction |
6) | basic concepts and gender theories in gender | course introduction |
7) | MIDTERM | |
8) | gender role development and factors affecting this development | course introduction |
9) | family and gender | presentations and articles |
10) | media and gender, child literature and gender | presentations and articles |
11) | game - toys and gender | articles, presentations |
12) | preschool institutions, teachers and gender, programs implemented to ensure gender equality in different countries | presentations, articles |
13) | suggestions and activities to ensure gender equality. | presentations, articles |
14) | FINAL EXAM |
Course Notes / Textbooks: | • Yağan Güder, S. (2015). (Ed.). Erken çocuklukta cinsel eğitim ve toplumsal cinsiyet. Ankara: Eğiten Kitabevi • Dökmen, Z. ( 2010). Toplumsal Cinsiyet: Sosyal psikolojik açıklamalar. Remzi Yayınevi. • Yavuz, Ş. (2015). Toplumsal Cinsiyet ve Medya Temsilleri. Heyamola Yayınları • Sezer, M. (2010). Masallar ve toplumsal cinsiyet. Evrensel Basım. |
References: | Sunum ve makaleler |
Learning Outcomes | 1 |
2 |
3 |
||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
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. |
Expression | |
Lesson | |
Reading | |
Homework | |
Problem Solving |
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 | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Study Hours Out of Class | 2 | 20 | 40 |
Presentations / Seminar | 1 | 2 | 2 |
Homework Assignments | 2 | 10 | 20 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 94 |