Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE447 | ||||||||
Course Name: | Behavioral Problems and Management | ||||||||
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 : | Dr.Öğr.Üyesi ZEYNEP ŞEBNEM KURT | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi ZEYNEP ŞEBNEM KURT Öğr.Gör. GİZEM TÜRİTOĞLU |
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Course Assistants: |
Course Objectives: | Basic principles of behavior and behavior patterns, behavioral problems and informing about these problems, positive behavior development approach. |
Course Content: | Basic definitions of behavior, identifying and defining positive and negative behaviors in children, the causes of behaviors, learning techniques to support positive behaviors and extinguishing negative behaviors, educator and parent attitudes in behavior management, peer relations and behavior, organizing home and school environments for behavior management, classroom Developing and evaluating application examples for problem behaviors. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Basic concepts of behavior and behavior problems | Presentations |
2) | History of behavior management | Presantation |
3) | Theories about behavior management | presentations and articles |
4) | Behavior problems in children | presentations and articles |
5) | Possible causes of behavior problems and functions of behavior | Presantation |
6) | Pre- and post-behavioral stimuli | Articles |
7) | Identifying target behavior | Presentation |
8) | Developing positive behavior | Presentation |
9) | Positive behavior development approaches | Articles |
10) | Prepare a behavioral intervention plan | Presentation and article |
11) | Behavior modification strategies; Pre-behavioral adaptations | Presentation |
12) | Behavior modification strategies; Pre-behavioral adaptations | Article |
13) | Persistence and generalization of behavior | Presentation |
14) | Student presentations | None |
Course Notes / Textbooks: | Ders Sunumları Kaynak Kitaplar |
References: | Dilan Bayındır, Fatma Özge Ünsal, İbrahim Hakkı Acar (Ed). (2021). Erken Çocukluk Döneminde Çocuğun Davranışını Anlama ve Yönlendirme. Hedef Cs Yayın. Arzu Özyürek (2016). Çocuklarda Davranış Yönetimi. Vize Yayıncılık. Hasan Tutar (2018). Davranış Bilimleri. Seçkin Yayıncılık. |
Learning Outcomes | 1 |
5 |
6 |
2 |
4 |
3 |
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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 | |
Group study and homework | |
Reading | |
Homework | |
Problem Solving | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Individual Project | |
Group project | |
Presentation | |
Case study presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 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 | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 14 | 3 | 42 |
Presentations / Seminar | 2 | 3 | 6 |
Homework Assignments | 2 | 6 | 12 |
Quizzes | 2 | 3 | 6 |
Midterms | 1 | 2 | 2 |
Paper Submission | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 114 |