Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE338 | ||||||||
Course Name: | Sense Training | ||||||||
Course Semester: |
Spring |
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Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department/Faculty/University | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. HATİCE NUR GÖKCAN ALHAN | ||||||||
Course Lecturer(s): |
Öğr.Gör. HATİCE NUR GÖKCAN ALHAN |
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Course Assistants: |
Course Objectives: | To have knowledge about sensory development, to have competence to consult family and related professionals on the subject |
Course Content: | In the content of this course; sensation and perception, definitions, differences, sense organs, sensation and perception related perception, perception characteristics, factors affecting perception, development of perception, vision, hearing, touch, smell and taste, development of proprioception and balance senses, support in the early period, sense methods and techniques used in education, preparing an educational environment that supports the development of senses for children with special needs and developing normally in the home, school and social environment at home, school, development of materials, activities and games, application-evaluation, counseling to families and professionals, sensory integration Sensory therapy topics are included. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | • Thoughts about the lesson. General information about the course. | |
2) | Sensation and Perception; Definitions, differences, sense organs | presentation |
3) | Sensory and Perception related approaches, Perception features, Factors affecting perception | presentation |
4) | Sensory and Perception related approaches, Perception features, Factors affecting perception | presentation |
5) | Hearing Perception; Development and support in the early period | presentation |
6) | • Perception of Touch; Development and support in the early period | presentation |
7) | • Odor and Taste Perception; Development and support in the early period | presentation |
8) | midterm | |
9) | • Odor and Taste Perception; Development and support in the early period | presentation |
10) | Sense of Balance; Development and support in the early period | presentation |
11) | • Developing Examples of Activities to Support the Development of 7 Senses in the Early Period | article |
12) | • Developing Examples of Activities to Support the Development of 7 Senses in the Early Period | presentation |
13) | • Developing Examples of Activities to Support the Development of 7 Senses in the Early Period | presentation |
14) | final exam |
Course Notes / Textbooks: | sunumlar, makaleler |
References: | Dunstan, P.J. (2009), Child Sense, Bantam Books, USA. Lezak Deutsch, M. ( 1983), Neuropsychological Assessment, Oxford University Press, USA. Madi, B. (2011), Öğrenme Beyinde Nasıl Oluşur, 2. Baskı, Efil Yayınevi, İstanbul. Perkins, M. (1983), Sesnsing the World, Hackett Publishing Company, USA. Rookes, P.; Wilson, J. (2000), Perception, Routladge, Great Britain. San Bayhan, P.; Artan, İ. (2004), Çocuk Gelişimi ve Eğitimi, MORPA Kültür Yayınları, İstanbul. Schiffman, H.R. (2001), Sensation and Perception, 5th ed., John Wiley & Sons Inc., USA. Silberg, J. (2006), Learning Games Exploring the Senses, Gryphon House Inc., Beltsville. |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
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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. |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 1 | % 25 |
Presentation | 1 | % 25 |
Final | 1 | % 50 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Study Hours Out of Class | 6 | 2 | 12 |
Presentations / Seminar | 6 | 2 | 12 |
Homework Assignments | 6 | 2 | 12 |
Midterms | 1 | 2 | 2 |
Paper Submission | 6 | 2 | 12 |
Final | 1 | 2 | 2 |
Total Workload | 80 |