| Course Objectives: |
To teach to learn the importance of media and to be ready to take responsibility as a child development specialist. |
| Course Content: |
Basic concepts related to media, the importance of media in terms of individuals and society, the effects of mass media to individuals and children in general today, what should be the media focused on children and family, media and violence, the use of children in the media, cyberbullying, media in terms of children's rights, analysis of media literacy curriculum, newspaper, book, magazine, brochure, billboard, radio, film, television, children's news on the internet, the perspective of the child, representation of the child in the media, the role and importance of the child developers in the media and the media, parents of the child developers Awareness-raising function for educators, media bosses and employees, other segments of society. media use of parents. |
| Week |
Subject |
Related Preparation |
| 1) |
Basic concepts of media (Written, visual, social media) |
Presentations and articles |
| 2) |
Media functions
|
Presentations and articles |
| 3) |
Media stereotypes, prejudices, bias
|
Presentations and articles |
| 4) |
Representation of the child in the media / Newspaper, books, magazines, brochures, billboards, radio, film, television, children's news on the Internet, the perspective of the child |
Presentations and articles |
| 5) |
Child representation in media / Class discussion
|
Presentations and articles |
| 6) |
Children's newspapers, books, magazines, brochures, billboards, radio, movies, television, internet usage, frequency, duration, effects on children (gender perception, role model, social rules, orientation to consumption etc.)
|
Presentations and articles |
| 7) |
Midterm |
- |
| 8) |
Examination of newspapers, books, magazines, brochures, radio programs, films, television programs, websites prepared for children / Open Lecture * Benefits * Harms
|
Presentations and articles |
| 9) |
Review of newspapers, books, magazines, brochures, radio programs, films, television programs, websites prepared for children
|
Presentations and articles |
| 10) |
The role and importance of child developers in and on media
|
Presentations and articles |
| 11) |
Awareness-raising function of child developers' parents, educators, media bosses and employees, other segments of society
|
Presentations and articles |
| 12) |
Preparing, presenting and discussing media examples suitable for children with child developmental awareness and sensitivity
|
Presentations and articles |
| 13) |
Preparing, presenting and discussing media examples suitable for children with child developmental awareness and sensitivity
|
Presentations and articles |
| 14) |
Final |
- |
| Course Notes / Textbooks: |
Ertürk, Yıldız Dilek; Akkor Gül, Ayşen. (2006), Çocuğunuzu Televizyona teslim Etmeyin, Nobel Yayın, Ankara.
Akçalı, Selda (Ed). (2009), Çocuk ve Medya, Nobel Yayın Dağıtım, Ankara.
|
| References: |
Lemish, Dafna. (2007), Children and Television, Blackwell Publishing, Singapore.
Schneider, Cy.(1987), Children's Television, NTC Business Books, USA.
Swan, Karen; Meskill, Carla; DeMaio, Steven (Ed). Social Learning from Broadcast Television, Hampton Press Inc., USA. |
| |
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. |
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ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
