ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| 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: | ÇGE524 | ||||||||
| Course Name: | Early Intervention Programs | ||||||||
| Course Semester: |
Fall Spring |
||||||||
| Course Credits: |
|
||||||||
| Language of instruction: | TR | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Department Elective | ||||||||
| Course Level: |
|
||||||||
| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Prof. Dr. SERVET BAL | ||||||||
| Course Lecturer(s): |
Prof. Dr. GÜLDEN UYANIK Öğr.Gör. FULDEN TUNÇ GENÇ |
||||||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | The historical development of early intervention programs, early intervention programs in the application and evaluation process, preventive, early intervention programs, early intervention approaches; the types of early intervention programs: Home, Home and institution and institution-based early intervention programs, early intervention programs, the characteristics of the application of early intervention in Turkey and in the world in developments that are being implemented in Turkey and in the world to help you learn the features and components of early intervention programs is current. |
| Course Content: | Early intervention definition, objectives, issues, philosophies on early intervention and developmental theories, early intervention approaches in the world and Turkey, and early intervention services, service options, individualized family service plan, developmentally appropriate programs, activity-based approach, early intervention in the natural environment, involvement, teamwork. |
Learning Outcomes
The students who have succeeded in this course;
|
|||||||||||||||||||||||||||||||||||
Lesson Plan
| Week | Subject | Related Preparation |
| 1) | What is Early Childhood Developmental Assessment? | |
| 2) | Analysis of Developmental Measurement and Evaluation Tools | |
| 3) | The Importance of Early Intervention | |
| 4) | Review of Early Intervention Programs | |
| 5) | Pervasive Developmental Disorders Support Program-Meb | |
| 6) | Father Support Program- Açev | |
| 7) | Social Skills Support Program- Osbeb | |
| 8) | Developmental Support Program-GEDEP | |
| 9) | Midterm | |
| 10) | Two Steps to the Future Project- Açev- MEB Programs | |
| 11) | Summer Kindergarten for Syrian Children-Acev | |
| 12) | Intervention Programs for Gifted Children | |
| 13) | Açev Summer School Early Intervention Program | |
| 14) | Analysis of Early Intervention Programs Research | |
| 15) | Analysis of Early Intervention Programs Research | |
| 16) | FINAL |
Sources
| Course Notes / Textbooks: | Uyanık G. Çiftçi Arslan H.,( 2018). Gelişimsel Değerlendirmeye Genel Bakış, ”,(Ed.: Pınar Bayhan) Gelişimsel Değerlendirme. Ankara: Hedef, 12-25. |
| References: | Bayhan P. (2015). Okul Öncesi Dönemde Alternatif Değerlendirme, Hedef Yayıncılık, Güneri E. (2016) Türkiyede Kullanılan Psikolojik Testler Gelişim Testleri, Kaknüs Psikoloji, İstanbul Güneri E. (2016) Türkiyede Kullanılan Psikolojik Testler Zeka Testleri Kaknüs Psikoloji, İstanbul Bayhan, P. (2018) Erken Müdahale, Hedef Yayıncılık, Ankara. Beaty, J.J. (2018) Erken Çocuklukta Gözlem ve Değerlendirme, edt. M. Boz. Anı Yayıncılık Mc Afee, O., LeongD.J., Erken Çocukluk Döneminde Gelişim ve Öğrenmenin Değerlendirilmesi, Nobel Yayıncılık Ankara. Küçük, K. A. Y. M. A. Z. Ç. ve BAYHAN, P.(2018),“Gelişimsel gecikmesi olan çocukların değerlendirilmesi”,(Ed.: Pınar Bayhan) Gelişimsel Değerlendirme. Ankara: Hedef, 151-180. TUNÇELİ, H. İ., & ZEMBAT, R. (2017). Erken çocukluk döneminde gelişimin değerlendirilmesi ve önemi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(3), 1-12. |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
2 |
3 |
4 |
||||
|---|---|---|---|---|---|---|---|---|
| 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. | 3 |
| 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. | 1 |
| 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. | 3 |
Learning Activity and Teaching Methods
| 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 | |
| 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 | 48 |
| Midterms | 1 | 15 |
| Paper Submission | 16 | 16 |
| Final | 1 | 15 |
| Total Workload | 232 | |