Pre-School Education | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EGT102 | ||||||||
Course Name: | Educational Psychology | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi MUHARREM KÖKLÜ | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi TUĞBA KORKMAZ |
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Course Assistants: |
Course Objectives: | The purpose of this course is designed to review the new approaches of the education and early childhood development, educational models and strategies and evaluate the requirements of our country. Will be able to explain the meaning, scope and function of the concepts of education and psychology. |
Course Content: | The contents of this course are basic concepts, principles development, factors that affecting development, fundamental principles of theory of cognitive, moral and personality development in early childhood and also review the new approaches in development and modern education systems |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Psychology and sub-branches, Educational Psychology | |
2) | Conceptes, principles and the factors affecting development | |
3) | Physical Development | |
4) | Fundamental concepts of cognitive develpoment. Piaget and Cognitive Development Theory | |
5) | Language and Moral Development | |
6) | Personality development and the factors affecting personality development. Theories explaining personality development | |
7) | Fundamentals of Learning and Classical Conditioning | |
8) | Midterm | |
9) | Operant conditioning theory and social learning theory | |
10) | Information Processing Approach | |
11) | Constructive Approach | |
12) | Constructive Approach | |
13) | Brain based learning theory | |
14) | Motivation and teaching |
Course Notes / Textbooks: | Slavin Robert E. (2015). Eğitim Psikolojisi. 10. basımdan çeviri. Çev. Editörü: Prof.Dr. Galip Yüksel. Ankara: Nobel Akademik Yayıncılık. İnanç, Banu Yazgan, Mehmet Bilgin ve Meral Kılıç Atıcı. (2010). Gelişim Psikolojisi. Altıncı baskı. Ankara: Pegem Akademi Yayıncılık. Senemoğlu, Nuray. (2012). Gelişim Öğrenme ve Öğretim. 21. baskı. Ankara: Pegem Akademi Yayıncılık. Santrock, John W. (2016). Eğitim Psikolojisi. Çev. : Kollektif. Nonel Yayın Dağıtım. Eğitim Psikolojisi-Gelişim ve Öğrenme Authors: Betül aydın, Müge Akbağ, Semai Tuzcuoğlu, Leveny Yaycı, Meral Ağır Publisher: Nobel Yayınları (2014) ISBN: 978-605-133-669-5 Eğitim Psikolojisi Authors: Ayşen bakioğlu (Ed.) Publisher: Nobel Yayınları (2014) ISBN: 978-605-133-816-3 Eğitim Psikolojisi: Kuram ve Uygulama Authors: Robert E. Slavin, Pearson Publisher: Nobel Yayıncılık (2015) ISBN: 978-605-133-482-0 Eğitim Psikoloji Authors: Ziya Selçuk Publisher: Nobel Yayıncılık (2015) ISBN: 978-605-133-247-5 |
References: | Slavin Robert E. (2015). Eğitim Psikolojisi. 10. basımdan çeviri. Çev. Editörü: Prof.Dr. Galip Yüksel. Ankara: Nobel Akademik Yayıncılık. İnanç, Banu Yazgan, Mehmet Bilgin ve Meral Kılıç Atıcı. (2010). Gelişim Psikolojisi. Altıncı baskı. Ankara: Pegem Akademi Yayıncılık. Senemoğlu, Nuray. (2012). Gelişim Öğrenme ve Öğretim. 21. baskı. Ankara: Pegem Akademi Yayıncılık. Santrock, John W. (2016). Eğitim Psikolojisi. Çev. : Kollektif. Nonel Yayın Dağıtım. Eğitim Psikolojisi-Gelişim ve Öğrenme Authors: Betül aydın, Müge Akbağ, Semai Tuzcuoğlu, Leveny Yaycı, Meral Ağır Publisher: Nobel Yayınları (2014) ISBN: 978-605-133-669-5 Eğitim Psikolojisi Authors: Ayşen bakioğlu (Ed.) Publisher: Nobel Yayınları (2014) ISBN: 978-605-133-816-3 Eğitim Psikolojisi: Kuram ve Uygulama Authors: Robert E. Slavin, Pearson Publisher: Nobel Yayıncılık (2015) ISBN: 978-605-133-482-0 Eğitim Psikoloji Authors: Ziya Selçuk Publisher: Nobel Yayıncılık (2015) ISBN: 978-605-133-247-5 |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
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Program Outcomes | ||||||||||||||||
1) P1.Having the ability to use the native language correctly and effectively | ||||||||||||||||
2) P2. Being aware of personal differences. | ||||||||||||||||
3) P3. Having an understanding of the personal development characteristics and development process in early childhood. | ||||||||||||||||
4) P4. Being able to read, interpret and discuss academic studies on their field. | ||||||||||||||||
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | ||||||||||||||||
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | ||||||||||||||||
7) P7. Knowing a foreign language at least on a basic level. | ||||||||||||||||
8) P8. Being able to develop a positive attitude towards lifelong learning. | ||||||||||||||||
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | ||||||||||||||||
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | ||||||||||||||||
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | ||||||||||||||||
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | ||||||||||||||||
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | ||||||||||||||||
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | ||||||||||||||||
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | ||||||||||||||||
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | ||||||||||||||||
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1.Having the ability to use the native language correctly and effectively | 2 |
2) | P2. Being aware of personal differences. | 3 |
3) | P3. Having an understanding of the personal development characteristics and development process in early childhood. | |
4) | P4. Being able to read, interpret and discuss academic studies on their field. | 3 |
5) | P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | 3 |
6) | P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | 3 |
7) | P7. Knowing a foreign language at least on a basic level. | |
8) | P8. Being able to develop a positive attitude towards lifelong learning. | 3 |
9) | P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | 3 |
10) | P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | 2 |
11) | P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | 2 |
12) | P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | |
13) | P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | |
14) | P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | |
15) | P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | |
16) | P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | 1 |
17) | P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. | 1 |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Reading | |
Homework | |
Role Playing | |
Q&A / Discussion | |
Case Study | |
Web Based Learning |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Homework | |
Presentation | |
Case study presentation |
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 | 14 | 2 | 28 |
Homework Assignments | 1 | 6 | 6 |
Midterms | 1 | 6 | 6 |
Final | 1 | 8 | 8 |
Total Workload | 76 |