Pre-School Education | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | OKLP305 | ||||||||
Course Name: | Çocuğu Tanıma ve Değerlendirme | ||||||||
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: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. HATİCE NUR GÖKCAN ALHAN | ||||||||
Course Lecturer(s): |
Öğr.Gör. HATİCE NUR GÖKCAN ALHAN |
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Course Assistants: |
Course Objectives: | The aim of this course; to provide students with necessary knowledge about the evaluation methods used to maintain the constant implementation of educational activities by recognizing the whole characteristics of preschool children. Additionally, it?s aimed to give information about the analysis and assessment of the tools which can be useful for preschool teachers to identify their students |
Course Content: | The aim and purpose of defining the child; recognition of children from different perspectives, principles of recognizing children, children techniques and characteristics used in recognition (observation, event recording, individual interview, home visits); early childhood tests (development tests, projective tests, intelligence tests); child play and recognition by picture; portfolio (development file) and documentation. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Classification of diagnostic assessment used in early childhood | |
2) | Features and qualities to accord before, during and after observation. | |
3) | Sample records, defination and application , time sampling, defination and application | |
4) | Time records, Case sampling | |
5) | Planned activity lists, Simple participation charts | |
6) | Tools (media), Portfolios | |
7) | Anecdotal records, Checklists, Rating scales | |
8) | Midterm | |
9) | Assessment Invontory - Sociometries | |
10) | Standardized tests, Screening tests, Diagnostic tests, Mental tests, Devolopmental tests | |
11) | Informal tests- Ability tests, Implanting tests | |
12) | Field application evaluations | |
13) | Field application evaluations | |
14) | Article Critique |
Course Notes / Textbooks: | yok |
References: | yok |
Learning Outcomes | 1 |
2 |
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Program Outcomes | ||||||||||||||||
1) P1.Having the ability to use the native language correctly and effectively | ||||||||||||||||
2) P2. Being aware of personal differences. | ||||||||||||||||
3) P3. Having an understanding of the personal development characteristics and development process in early childhood. | ||||||||||||||||
4) P4. Being able to read, interpret and discuss academic studies on their field. | ||||||||||||||||
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | ||||||||||||||||
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | ||||||||||||||||
7) P7. Knowing a foreign language at least on a basic level. | ||||||||||||||||
8) P8. Being able to develop a positive attitude towards lifelong learning. | ||||||||||||||||
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | ||||||||||||||||
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | ||||||||||||||||
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | ||||||||||||||||
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | ||||||||||||||||
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | ||||||||||||||||
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | ||||||||||||||||
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | ||||||||||||||||
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | ||||||||||||||||
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1.Having the ability to use the native language correctly and effectively | |
2) | P2. Being aware of personal differences. | 5 |
3) | P3. Having an understanding of the personal development characteristics and development process in early childhood. | 5 |
4) | P4. Being able to read, interpret and discuss academic studies on their field. | |
5) | P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | 3 |
6) | P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | |
7) | P7. Knowing a foreign language at least on a basic level. | |
8) | P8. Being able to develop a positive attitude towards lifelong learning. | 3 |
9) | P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | 3 |
10) | P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | |
11) | P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | 5 |
12) | P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | |
13) | P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | 4 |
14) | P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | |
15) | P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | 3 |
16) | P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | 5 |
17) | P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
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 | 14 | 5 | 70 |
Midterms | 1 | 3 | 3 |
Final | 1 | 3 | 3 |
Total Workload | 118 |