Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE444 | ||||||||
Course Name: | Specially Talented Children | ||||||||
Course Semester: | Spring | ||||||||
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 : | Öğr.Gör. FUNDA AYRA | ||||||||
Course Lecturer(s): |
Öğr.Gör. FUNDA AYRA |
||||||||
Course Assistants: |
Course Objectives: | In this course, students will be able to recognize the gifted child and make a diagnosis by analyzing his/her development profile; It is aimed to gain the ability to develop appropriate support programs depending on the needs of children and to provide counseling to their families and teachers. |
Course Content: | Definition of intelligence and special talent, characteristic and distinctive features of special talented children, special talent types, developmental characteristics of special talented children, determination of special talented children and data sources used, problems faced by special talented children, needs, educational models, program for specially talented children development and application of principles, gifted children, family counseling, practices in the world and Turkey. |
The students who have succeeded in this course;
|
Week | Subject | Related Preparation |
1) | Definition of Intelligence and Special Ability | Presentations |
2) | Characteristics of specially gifted children | Presentations |
3) | Special skill types | Presentations |
4) | Developmental characteristics and needs of gifted children | Presentations |
5) | Identification of talented children and sources of information | Presentations |
6) | Developmental diagnostics, case analysis for gifted children | Presentations |
7) | Midterm | |
8) | Education models | Presentations |
9) | Parents of specially gifted children | Presentations |
10) | Social emotional problems in gifted children | Presentations |
11) | Multidisciplinary and transdisciplinary working methods for gifted children and their families | Presentations |
12) | Multidisciplinary and transdisciplinary working methods for gifted children and their families | |
13) | Student Presentations | |
14) | Final Examination |
Course Notes / Textbooks: | SUNUMLAR VE MAKALELER |
References: | -Kokot, S.(1999) Help Our Child is Gifted.Guidelines for Parent. Henkos Printers, Republic of South Africa 2-Renzulli,J. (2004) Identification Of Student for Gifted and Talented Programs, Corwin Press, ABD 3-Sak,U.(2010)Üstün Zekalılar, Özellikleri, Tanılanmaları, Eğitimleri. Maya Akademi Yayınları, Ankara 4-Metin, N.; Dağlıoğlu, H.; Saranlı, G.(2018) Gelişimsel Bakış Açısıyla Üstün Yetenekli Çocuklar. Hedef Yayıncılık, Ankara. 5- ??(2018) Üstün Yetenekli Çocuklar ve Eğitim Uygulamaları (Edit. E. Gürlen), Pegem Akademi, Ankara |
Learning Outcomes | 1 |
2 |
3 |
5 |
4 |
||||||
---|---|---|---|---|---|---|---|---|---|---|---|
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 | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Homework | |
Problem Solving |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Individual Project | |
Group project | |
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 | 3 | 42 |
Study Hours Out of Class | 7 | 4 | 28 |
Presentations / Seminar | 12 | 2 | 24 |
Homework Assignments | 2 | 2 | 4 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 102 |