Child Development
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

CGE125

Course Name:

Introduction to Psychology

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	5

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

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. BELİZ GÖNCÜ

Course Assistants:

Course Objective and Content

Course Objectives:

The aim of this course is to provide students with a general knowledge of psychology. The course aims to provide the students with a basic understanding of psychology concepts and theories and to help them to understand behavioral and mental processes.

Course Content:

Definition of psychology, relation of psychology science with other disciplines, history of psychology, fields of psychology (social psychology, clinical psychology, developmental psychology, cognitive psychology, educational psychology etc.), psychology theories (behavioral theories, cognitive theories, existential theory, etc.), psychology biological bases, intelligence and theories, sensation and perception, memory, personality and theories, abnormal behaviors, motivation, excitement, defense mechanisms, measurement and evaluation in psychology.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) To understand psychology as the science of behavior and mental processes
2) To develop an understanding of core psychological concepts and theories, and to gain better understanding of why people think, feel, and act as they do.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	What is Psychology? What are the research methods of psychology?	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
2)	Physiological Bases of Behavior	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
3)	Learning and Memory	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
4)	Neurons-Nerve Current Central Nervous System Environmental Nervous System; Internal Secretion System-Enzymes	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
5)	Sensory Processes; Sensation Threshold	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
6)	Perception; Perception Rules; Sensory-Perception Differences; Individual Differences	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
7)	MIDTERM	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
8)	Different States of Consciousness; Dreams	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
9)	Substance Use; Depressants-stimulants	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
10)	Mental Abilities; Problem solving; To decide; Language-Thought-Intelligence	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
11)	Motives and Emotions Motivation; Primary Impulses Stimulating Sources Learned Motives	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
12)	Personalty	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
13)	Psychological Disorders	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları
14)	FINAL EXAM	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları

Sources

Course Notes / Textbooks:	Plotnik, R (2009) Psikolojiye Giriş. İstanbul: Kaknüs Yayınları
References:	Morris C. G. (2002) Psikolojiyi Anlamak. Ankara: Türk Psikologlar Derneği Yayınları Sayar, K. (2008) Psikolojiye Giriş. İstanbul: Dem Yayınları

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2
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.

Course - Learning Outcome Relationship

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.	5
2)	It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources.	5
3)	It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development.	4
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.	4
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.	4
6)	Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively.	1
7)	Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning.	5
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.	3
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.	1
10)	Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning	5
11)	Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively.	5
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.	2

Learning Activity and Teaching Methods

Expression
Individual study and homework
Lesson
Group study and homework
Homework

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Group project
Presentation

Assessment & Grading

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

Workload and ECTS Credit Grading

Activities	Number of Activities	Workload
Course Hours	14	42
Study Hours Out of Class	16	48
Presentations / Seminar	14	28
Homework Assignments	14	28
Midterms	1	2
Final	1	2
Total Workload		150