Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE331 | ||||||||
Course Name: | Early Intervention | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
|
||||||||
Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
|
||||||||
Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Prof. Dr. SERVET BAL | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi ESİN SEZGİN Öğr.Gör. FULDEN TUNÇ GENÇ |
||||||||
Course Assistants: |
Course Objectives: | To provide information about early intervention services and functioning. |
Course Content: | Definition of early intervention, early intervention services, early intervention objectives, individualized family service plan, early intervention issues, early intervention steps, early intervention service options, developmental compliance programs, activity-based approach, natural environment in early intervention, transition in early intervention, early intervention inclusion, early intervention in teamwork, developmental theories and philosophies on early intervention, early intervention approaches in the world and Turkey. |
The students who have succeeded in this course;
|
Week | Subject | Related Preparation |
1) | Introduction of the course content and the term papers | presentation |
2) | Early intervention definition | presentation |
3) | Early intervention purposes | article |
4) | Early intervention services and service options | article |
5) | Early response steps | article |
6) | Early response projects | article |
7) | Diagnosis in early intervention | presentation |
8) | midterm | |
9) | Family-centered practices in early intervention | article |
10) | Individualized family service plan | article |
11) | World developments in early intervention | presentation |
12) | World developments in early intervention | presentation |
13) | general evaluation | presentation |
14) | final exam |
Course Notes / Textbooks: | Sunum ve makaleler. |
References: | 1-Stahmer, A. C., Suhhrheinrich, J., Reed, S., Schreibman, L., and Bolduc, C. (2019). Otizmli Çocuklara Yönelik Sınıf-İçi Temel Tepki Öğretimi (Classroom Pivotal Response Teaching for Children with Autism). (Çevirenler: Yasemin Turan ve Özcan Karaaslan). İzmir: Ege Dil Konuşma ve Davranış Bilimleri Merkezi. (2011). 2-Kırcaali-İftar, G., Kurt, O., & Ülke Kürkçüoğlu, B. (2014). Otistik çocuklar için davranışsal eğitim programı I ve II (OÇİDEP). Ankara: Anı Yayıncılık. 3-Küçük Adımlar Erken Eğitim Programı |
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. | 5 |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | 5 |
3) | It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | 5 |
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 |
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. | 5 |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | 2 |
7) | Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | 3 |
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. | 1 |
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. | 1 |
10) | Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | 1 |
11) | Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | 1 |
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. | 1 |
Field Study | |
Expression | |
Lesson | |
Homework | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
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 | 6 | 2 | 12 |
Presentations / Seminar | 1 | 2 | 2 |
Homework Assignments | 2 | 10 | 20 |
Midterms | 1 | 2 | 2 |
Paper Submission | 6 | 2 | 12 |
Final | 1 | 2 | 2 |
Total Workload | 78 |