Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE446 | ||||||||
Course Name: | Social Skills Education in Early Childhood | ||||||||
Course Semester: |
Fall |
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Course Credits: |
|
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department/Faculty/University | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. HATİCE NUR GÖKCAN ALHAN | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | Gaining basic information about the definition, scope and importance of social skills in early childhood and preparing a training program to develop social skills |
Course Content: | Definition, classification, importance of social skills, factors affecting social skills, identification and evaluation of social skills needs, examples of Social Skills Education Program in early childhood, social skills training teaching methods, Social Skills Education Program Stages and examples |
The students who have succeeded in this course;
|
Week | Subject | Related Preparation |
1) | Social development and theoretical framework | none |
2) | Social skills definition and classification | none. |
3) | The importance of social skills and effects | article |
4) | Social emotional learning in early childhood Social emotional learning in children with special needs | article |
5) | Factors affecting the development of social skills | Articles and presentations |
6) | Social skills teaching methods | Articles and Books |
7) | Midterm | Presentation, Articles and books |
8) | Social Skills Training Programs | Article |
9) | Social Skills Training Programs | Article |
10) | Family involvement in social skills training programs | None |
11) | Evaluation of social skill and social-emotional learning | Articles |
12) | Social Skills Training Program Session Examples | None |
13) | Individually prepared training program session presentations | Presentations |
14) | Final Exam | Presentations, articles and books |
15) |
Course Notes / Textbooks: | Sunumlar, Makaleler, |
References: | McGillinc, E. (2018). Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı- Sosyal Beceri Öğretimi Öncesi Rehberi. (Çev. Ed. Yıldırım Doğru, S.). Deniz, E.M., Eryılmaz, A. (2021). Sosyal Beceri Eğitimi, Pegem Akademi. |
Learning Outcomes | 1 |
2 |
3 |
4 |
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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 | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Reading | |
Homework | |
Problem Solving | |
Q&A / Discussion | |
Web Based Learning |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Observation | |
Presentation | |
Reporting | |
Bilgisayar Destekli Sunum | |
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 |
Homework Assignments | 2 | 10 | 20 |
Midterms | 1 | 1 | 1 |
Final | 1 | 1 | 1 |
Total Workload | 50 |