Child Development and Education (with thesis) | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code: | ÇGE523 | ||||||||
Course Name: | Effective Learning Environments in Childhood Period | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Assoc. Prof. ASUDE BALABAN DAĞAL | ||||||||
Course Lecturer(s): |
Assoc. Prof. ASUDE BALABAN DAĞAL |
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Course Assistants: |
Course Objectives: | It is aimed to determine and question the effective variables in creating an educational environment according to the approaches in the early childhood period, to question environmental safety, child-environment, physical-social relations, to show different examples, the quality of learning environments of child-friendly learning environments, and to design learning environments at micro and macro level. |
Course Content: | This course; 21st century's expectations from individuals and 21st century's characteristics, concepts and processes related to learning, learning outcomes, formal and non-formal learning environments (home, school, street, museum, library, hospital, sports areas, etc.), and evaluation of the learning process. learning and non-learning, the conditions affecting learning (adult behaviors, learning tools, learner characteristics, etc.), learning styles, learning styles, lifelong learning, characteristics and principles of child-friendly learning environments, good examples abroad and in our country, It includes creating a model for effective learning environments. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | The importance of the environment-child relationship. | |
2) | Discussion about the importance of the environment-child relationship. | |
3) | Theories about the ecology of human behavior. | |
4) | Child-friendly city in early childhood. | |
5) | Examples of child-friendly cities and child-friendly countries in early childhood. | |
6) | Examples of child-friendly cities and child-friendly countries in early childhood. | |
7) | Midterm | |
8) | The effect of local and global culture on early childhood learning environments. | |
9) | The effect of local and global culture on early childhood learning environments. | |
10) | Learning environments as a representative of community change. | |
11) | Environmental literacy and environmental education | |
12) | Learning environments for mainstreaming classes. | |
13) | Learning environments for mainstreaming classes. | |
14) | The impact of community change on learning environments | |
15) | The impact of community change on learning environments | |
16) | Final. |
Course Notes / Textbooks: | Sunumlar |
References: | 1. Gürol, A. (Çev. Edt.). (2018). Erken çocuklukta öğrenme yaklaşımları. Istanbul: Efe Akademi. 2. Schunk, D. H. (2011) (Çev.) Öğrenme Teorileri: Eğitimsel Bir Bakışla. Ankara: Nobel. 3. Ekinci, B. (Çev. Edt.). (2012). Erken çocukluk döneminde gelişim ve öğrenmenin değerlendirilmesi ve desteklenmesi. Ankara: Nobel Yayıncılık. |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
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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. |
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. | 1 |
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. | 1 |
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 |
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. | 1 |
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. | 1 |
7) | Acts in accordance with scientific ethics and observes the psychological conditions of the child and family regarding experimental research on children. | 1 |
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. | 2 |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Reading | |
Homework | |
Problem Solving | |
Project preparation | |
Report Writing | |
Q&A / Discussion | |
Social Activities | |
Case Study | |
Web Based Learning |
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 | |
Case study presentation |
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 |
Activities | Number of Activities | Workload |
Course Hours | 14 | 42 |
Study Hours Out of Class | 16 | 48 |
Presentations / Seminar | 16 | 48 |
Homework Assignments | 16 | 48 |
Midterms | 1 | 15 |
Paper Submission | 16 | 16 |
Final | 1 | 15 |
Total Workload | 232 |