Childhood Development | |||||
Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 |
Course Code: | CGL115 | ||||||||
Course Name: | Child Rights and Society | ||||||||
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 : | Öğr.Gör. FUNDA AYRA | ||||||||
Course Lecturer(s): |
Öğr.Gör. FUNDA AYRA |
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Course Assistants: |
Course Objectives: | The purpose of this course is to provide both a cognitive and experiential approach to Human and Children's rights education. Moreover, the course seeks to provide a venue for discussion of Human and Children's Rights so that these issues become relevant components of the everyday lives, consciousness and goals as professional educators and students of education. |
Course Content: | • Define the concept of children's rights • Identify the point of view of the historical process of the child • Define the concept of child neglect and abuse • Discuss the global work for children • Analyse the political position of children for the governments. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | • Introduce the course to the students | |
2) | • Define the basic child concept • Specify how history has viewed the process of the child. • Define society and family roles in childhood period | |
3) | • Discuss the universal rights of the child. • Identify the importance of Child right • Analyse the small adult child concept. | |
4) | Define child abuse concept Analyse child neglect concept. Discuss the dimension of child abuse | |
5) | • Discuss the concept of child abuse and neglect as an universal problem. • Analyse the environmental danger on child abuse • Identify family role and their protective behavior in abusing process. | |
6) | • Identify the mission of child court. • Discusses the characteristics and differences of juvenile courts. • Analyse the main concepts about the people who are working in the juvenile court. | |
7) | • Discuss the position of child workers. • Analyse the main purpose of research project on child abuse • Examine the main purpose of research Project on child neglect • Protection of child rights and the future of the world | |
8) | • Evaluate students via final exam | |
9) | • Identify the concept of child labor and its effects on children. • Discuss the extent of child labor in our country and around the world. • Explain the importance of the child brides concept and its effects on children. | |
10) | • Identify the action plan for child rights. • Discuss the main characteristics of child rights agreement • Explain the importance of UNICEF research for child rights. | |
11) | • Defines the educational rights of children • Identify the place of Turkey in child rights. • Discuss the needs for developing child research in our country | |
12) | • Define relevant organization that works for children • Explain the mission of child organization • Discuss the place of child organization in Turkey | |
13) | • Develop project in order to protect child rights • Define environmental risk factor for child rights • Explain how to develop protective factors for child rights. | |
14) | • Develop project in order to protect child rights • Define environmental risk factor for child rights • Explain how to develop protective factors for child rights. | |
15) | • Evaluate students via final exam |
Course Notes / Textbooks: | Children's Law, Pegem Akademi ©2010 | Pegem Akademi | Published: October, 2010 ISBN-978-605-364-094-3 |
References: | Children's Law, Pegem Akademi ©2010 | Pegem Akademi | Published: October, 2010 ISBN-978-605-364-094-3 |
Learning Outcomes | 1 |
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Program Outcomes | |||
1) Describes the general concepts scientific theorises in child development area and may be able to compare among systems. | |||
3) Students have social responsibility that related to their work proficiency and they also enthusiastic to join these kinds of projects | |||
4) The general knowledge and experiments that obtained through lectures can be applied different area of child development such as cognitive, social-emotional, psycho-motor, language) | |||
5) A considerable amount of educational models and the application process are known |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Describes the general concepts scientific theorises in child development area and may be able to compare among systems. | 5 |
3) | Students have social responsibility that related to their work proficiency and they also enthusiastic to join these kinds of projects | 5 |
4) | The general knowledge and experiments that obtained through lectures can be applied different area of child development such as cognitive, social-emotional, psycho-motor, language) | 5 |
5) | A considerable amount of educational models and the application process are known |
Expression | |
Brainstorming/ Six tihnking hats | |
Lesson | |
Group study and homework | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Homework |
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 | 15 | 3 | 45 |
Field Work | 15 | 1 | 15 |
Homework Assignments | 1 | 10 | 10 |
Midterms | 1 | 20 | 20 |
Final | 1 | 30 | 30 |
Total Workload | 120 |