Child Development and Education non-thesis
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

General course introduction information

Course Code:

ÇGE565

Course Name:

Values Education

Course Semester:

Fall
Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	8

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Department Elective

Course Level:

Master

TR-NQF-HE:7. Master`s Degree

QF-EHEA:Second Cycle

EQF-LLL:7. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Öğr.Gör. HATİCE NUR GÖKCAN ALHAN

Course Lecturer(s):

Assoc. Prof. ASUDE BALABAN DAĞAL
Prof. Dr. GÜLDEN UYANIK

Course Assistants:

Course Objective and Content

Course Objectives:	The aim of this course is to acquire the basic concepts of values education in early childhood, to create an understanding for the development of thinking skills, to gain the necessary knowledge and skills to develop universal values from childhood.
Course Content:	Definition and importance of value education, universal and cultural values, the scope of values according to developmental periods in childhood, the place of values education in pre-school education programs and primary school curricula, the latent program, the place of the family, educator and school in values education in childhood, approaches to values education and application samples.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
1) explain the defination of values
2) Know the importance and scope of values
3) Reveal the place of the values' education program in preschool education programme
4) define the importance of the implicit program in values' education.
5) Discuss the role of the school in pre-school and elementary school value education.
6) Discuss the importance of teacher in pre-school and elementary school value education.
7) Discuss the importance of family in pre-school and elementary school value education
8) Know the values education approach in pre-school and primary school
9) Plans the values education activities for preschoolers and elementary schoolers
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Cognitive Development and Development of Thinking in the Child	Slides and articles
2)	Bruner's cognitive development and cognitive development according to Piaget	Slides and articles.
3)	Piaget and Vygotsky and the development of thought	Slides and articles.
4)	What is thinking?	Slides and articles.
5)	The development of thinking skills in children	Slides and articles
6)	Development of Critical, Creative and Problem Solving Thinking	Slides and articles
7)	What is Values Education and What is Not?	Slides and articles
8)	First exam and presentations.	the questions for the first examination
9)	ethics moral development in preschoolers	critical thinking/ answering the questions/slides
10)	Classification of values	critical thinking-slides
11)	Value Teaching Methods	slides about the subject/critical thinking/ articles.
12)	Values education at school	slides about the subject/ question-answer
13)	Family and Values Education	slides about the subject/critical thinking/ articles.
14)	Educators and Values Education	slides about the subject/critical thinking/ articles.
15)	Developing Values Education Activities.	slides about the subject/critical thinking/ articles.
16)	Final exam.

Sources

Course Notes / Textbooks:

Uyanık Balat, G; Dağal Balaban, A. (2011). Değerler Eğitimi Etkinlikleri. Kök Yayıncılık.

References:

1. Uyanık G. Balaban, A. (2006) Okul Öncesi Dönemde Değerler Eğitimi Etkinlikleri, Kök yayıncılık, Ankara
2. Uyanık Balat, G., Yalçın, A., Yemenici, F., Sabancı, H., Kalaycı, K. K., Halisdemir, M., ... & Ünsal, Y. (2012). Okul öncesinde değerler eğitimi ve etkinlik örnekleri. Ankara, Pegem yayıncılık.
3. TOSUN, T., & BALAT, G. U. (2017). İLKOKUL BİRİNCİ SINIFA DEVAM EDEN ÇOCUKLARI OLAN ANNELERİN DEĞER ALGILARININ VE ÇOCUKLARINA AKTARMAK İSTEDİKLERİ DEĞERLERİN KARŞILAŞTIRMALI İNCELENMESİ. Eğitimde Kuram ve Uygulama, 13(3), 498-510.
4. Balat Uyanık, G. (2005). Değerler eğitimi ve değerler eğitimi programları. Okul öncesi eğitimde güncel konu-lar. Edt. Ayla Oktay, Özgül P. Unutkan. İstanbul: Morpa Kültür Yayınları, 197-208.
5. Uyanık, B. G.(2006). Erken dönemlerde değerler eğitimi. I. Uluslararası Okulöncesi Eğitim Kongresi, 9-16.
6. Balat, G. U. (2012). Okul Öncesinde Değerler Eğitimi (Birinci Bölüm). İçinde Uyanık Balat, G.(Edt.) Okul Öncesinde Değerler Eğitimi ve Etkinlik Örnekleri, 2-36.
7. Balat, G. U., Beceren, B. Ö., & Özdemir, A. A. (2011). The evaluation of parents’ views related to helping pre-school children gain some universal values. Procedia-Social and Behavioral Sciences, 15, 908-912.
8. G. UYANIK BALAT Et Al. , "Okul Öncesi Dönem Çocuklarının Paylaşma ve İşbirliği Davranışları Üzerine Drama Eğitiminin Etkisi," 14. Drama Liderleri Buluşması ve Ulusal Drama Semineri " Değerler Eğitimi ve drama" , Ankara, Turkey, 2012
9. G. UYANIK BALAT And B. ÖZDEMİR BECEREN, "Anasınıfındaki Çocukların Paylaşma ve İşbirliği Hakkındaki Görüşlerinin İncelenmesi," Değerler Eğitimi Sempozyumu; Sosyal ve Kurumsal Yönleriyle Değerler Eğitimi , Eskişehir, Turkey, 2011
10. Beceren, B. Ö., & Bilgen, Z. Okul Öncesi Öğretmen Adaylarının Değer Algılarının Çeşitli Değişkenler Açısından İncelenmesi. Eğitimde Kuram ve Uygulama, 15(4), 363-379.
11. ŞAHİN, M. K., & AKMAN, B. ERKEN ÇOCUKLUK DÖNEMİNDE DÜŞÜNME BECERİLERİNİN GELİŞİMİ. Milli Eğitim Dergisi, 47(218), 5-20.
12. Dağlıoğlu, H. E., & Çakır, F. (2010). Erken çocukluk döneminde düşünme becerilerinden planlama ve derin düşünmenin geliştirilmesi. Eğitim ve Bilim, 32(144), 28-35.
13. Mutlu, E., & Aktan, E. (2011). OKUL ÖNCESİ ÖĞRETMENLERİNİN DÜŞÜNME EĞİTİMİ İLE İLGİLİ TUTUMLARININ İNCELENMESİ. Journal of Turkish Educational Sciences, 9(4).
14. SOYDAN, S. B., & DERELİ, H. M. (2014). FARKLI YAKLAŞIMLARI UYGULAYAN OKUL ÖNCESI ÖĞRETMENLERININ ÇOCUKLARDA DÜŞÜNME BECERILERINI GELIŞTIRMEK İÇIN KULLANDIKLARI STRATEJILERIN İNCELENMESI. Kastamonu Eğitim Dergisi, 22(2), 475-496.
15. AKBIYIK, C., & AY, G. K. (2014). Okul öncesi yönetici ve öğretmenlerin düşünme becerilerinin öğretimine yönelik algıları: Bir durum çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-1), 1-18.
16. Keleş, S., & Yurt, Ö. (2019). Erken çocukluk eğitiminde düşünmeyi görünür kılmak: Görünür düşünme yaklaşımı. Erken Çocukluk Çalışmaları Dergisi, 3(1), 117-138.
17. AKBABA, A., & KAYA, B. (2015). OKUL ÖNCESİ ÖĞRENCİLERİNİN DÜŞÜNME BECERİLERİNİN GELİŞMESİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİ. Electronic Journal of Social Sciences, 14(55).
18. SAPSAĞLAM, Ö. (2016). OKUL ÖNCESİ EĞİTİM PROGRAMLARINDA YER ALAN HEDEFLERİN DEĞERLER AÇISINDAN İNCELENMESİ. Electronic Turkish Studies, 11(9).
19. Neslitürk, S., & ÇELİKÖZ, N. (2015). OKULÖNCESİ DEĞERLER ÖLÇEĞİ AİLE VE ÖĞRETMEN FORMUNUN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (24), 19-42.
20. Aral, N., & Kadan, G. (2018). 2013 Okul öncesi eğitim programının değerler eğitimi bağlamında incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 2(1), 113-131.
21. Cengiz, Ş., & Duran, E. (2017). Okul öncesi dönemine ait hikâye ve masallardaki değerlerin incelenmesi. Eğitim ve Bilim, 42(191).
22. Akto, A., & Akto, S. (2017). OKUL ÖNCESI DEĞERLER EĞITIMINDE KULLANILAN YÖNTEM VE TEKNIKLER (NITEL BIR ARAŞTIRMA).
23. Erkuş, S., & YAZAR, T. (2013). OKUL ÖNCESİ ÖĞRETMENLERİNİN OKUL ÖNCESİ EĞİTİM PROGRAMINDAKİ DEĞERLER EĞİTİMİNE İLİŞKİN GÖRÜŞLERİNİN DEĞERLENDİRİLMESİ. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (20), 196-211.
24. TARKOÇİN, Suna, Damla TEKİNŞEN BERKTAŞ, and GÜLDEN UYANIK BALAT. "Okul öncesi öğretmenlerinin sınıf içi etkinliklerde çocuklarla olan iletişimlerinde kullandıkları değerlerin incelenmesi." Pegem Eğitim ve Öğretim Dergisi 3.2 (2013): 37-49.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6	7	8	9
Program Outcomes
1) Has advanced knowledge about cognitive, language, motor, self-care, social and emotional development areas all children aged 0-18.
2) Knows all the concepts related to development and education for children in the 0-18 age group, follows the studies on this subject and plans original studies.
3) The knowledge gained in the areas of cognitive, language, motor, self-care, social-emotional development for children in the 0-18 age group; It is used to make developmental and educational diagnosis for children, families and society in units related to the profession.
4) It identifies the problems of 0-18 age group children and their families in the country in the fields of health, development, education and social services and generates appropriate solutions and original ideas by using their basic knowledge about these problems.
5) They produce original solutions using their advanced knowledge on Child Development and Education, use these solutions in practice, interpret the results by interpreting the information, and critically analyze a set of information.
6) The knowledge gained in the professional field; It can be used for health, education and social service institutions, especially for children and families, works effectively in developmental and educational programs and related projects, and participates in research.
7) Acts in accordance with scientific ethics and observes the psychological conditions of the child and family regarding experimental research on children.
8) Acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation as an example to the society with its appearance, attitudes and behaviors.
9) The individual has sufficient awareness of environmental protection and occupational safety of 0-18 age group including their families and behaves appropriately and participates in quality management and processes.

Course - Learning Outcome Relationship

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

	Program Outcomes	Level of Contribution
1)	Has advanced knowledge about cognitive, language, motor, self-care, social and emotional development areas all children aged 0-18.	5
2)	Knows all the concepts related to development and education for children in the 0-18 age group, follows the studies on this subject and plans original studies.	5
3)	The knowledge gained in the areas of cognitive, language, motor, self-care, social-emotional development for children in the 0-18 age group; It is used to make developmental and educational diagnosis for children, families and society in units related to the profession.	5
4)	It identifies the problems of 0-18 age group children and their families in the country in the fields of health, development, education and social services and generates appropriate solutions and original ideas by using their basic knowledge about these problems.	4
5)	They produce original solutions using their advanced knowledge on Child Development and Education, use these solutions in practice, interpret the results by interpreting the information, and critically analyze a set of information.	5
6)	The knowledge gained in the professional field; It can be used for health, education and social service institutions, especially for children and families, works effectively in developmental and educational programs and related projects, and participates in research.	4
7)	Acts in accordance with scientific ethics and observes the psychological conditions of the child and family regarding experimental research on children.	3
8)	Acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation as an example to the society with its appearance, attitudes and behaviors.	3
9)	The individual has sufficient awareness of environmental protection and occupational safety of 0-18 age group including their families and behaves appropriately and participates in quality management and processes.	3

Learning Activity and Teaching Methods

Expression
Brainstorming/ Six tihnking hats
Individual study and homework
Lesson
Group study and homework
Homework
Problem Solving
Project preparation
Report Writing
Q&A / Discussion
Social Activities
Case Study
Web Based Learning

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Individual Project
Group project
Presentation
Reporting
Bilgisayar Destekli Sunum

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Presentation	1	% 20
Midterms	1	% 30
Final	1	% 50
total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Workload
Course Hours	14	42
Study Hours Out of Class	16	48
Presentations / Seminar	16	48
Homework Assignments	16	16
Midterms	1	15
Paper Submission	16	48
Final	1	15
Total Workload		232