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

General course introduction information

Course Code:

CGE235

Course Name:

Life Spaces For Children and Environmental Regulation

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Department/Faculty/University

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 :

Öğr.Gör. HATİCE NUR GÖKCAN ALHAN

Course Lecturer(s):

Öğr.Gör. HATİCE NUR GÖKCAN ALHAN

Course Assistants:

Course Objective and Content

Course Objectives:

It is aimed for the children to have a sensitive perspective to the natural environment, indoor and outdoor spaces they are in, and to have the knowledge to make the necessary arrangements.

Course Content:

Living areas; natural environment, interiors, outdoor spaces, reflection of culture in living spaces, importance of natural environment for child development, effects on development areas, children in interiors, the effect of interior arrangement on development areas, home, school, institution, store, official buildings, indoor children in gyms, museums, cinemas, theaters and others, the effects of materials used in indoor spaces on child health and development, the effect of outdoor arrangement on child development, playgrounds, outdoor sports fields, garden, zoo and others in children, materials used outdoors the effects of child health and development, the needs of different groups of children (eg babies, preschool children, children in primary education, special needs children, need of protection children, hospitalized children ...), to gain environmental awareness. Responsibilities in planning living spaces for children, importance of cooperation, professional groups to cooperate with.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) 1. Living spaces; natural environment, indoor spaces, outdoor spaces, reflection of culture in living spaces
2) 2. The importance of natural environment for child development, its effects on development areas, children indoors, the effect of interior arrangement on development areas
3) 3. Children at home, school, institution, shop, official buildings, indoor sports halls, museums, cinemas, theaters and others, Effects of materials used in interiors on child health and development
4) 4. The effect of outdoor arrangement on child development, Children in playgrounds, outdoor sports fields, garden, zoo and others
5) 5. The effects of outdoor materials on child health and development, the needs of different groups of children (eg babies, preschool children, primary school children, disabled people, needy protection, hospitalized children ...)
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
1) 6. To give children environmental awareness
2) 7. Responsibilities in planning living spaces for children, importance of cooperation, professional groups to cooperate with
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	• Course content. Definitions for the course	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
2)	• Living spaces. The reflection of culture in living spaces. • Geographical and cultural characteristics, customs, traditions, customs of the places where we were born and raised. Wedding, funeral, birth customs… Meals…	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
3)	• Our living spaces. Features of our school building. • Children in homes, schools, institutions, shops, official buildings, indoor gyms, museums, cinemas, theaters and others	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
4)	• The living areas of our world, the importance of the climate in the natural environment for child development, its effects on development areas	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
5)	Child indoors, the effect of interior arrangement on development areas	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
6)	Homework presentations Home, school, institution, doctor's office store, official buildings, indoor gyms, museums, cinemas, theaters and other children	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
7)	HOMEWORK PRESANTATION	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
8)	MIDTERM	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
9)	Environmental observation-examination Effects of outdoor materials on children's health and development	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
10)	Environment and environmental psychology, Effect of outdoor arrangement on child development. Children in playgrounds, outdoor sports fields, garden, zoo and others.	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
11)	Requirements of different groups of children in living spaces (eg infants, preschool children, children in primary education, people with disabilities, people in need of protection, hospitalized children ...) • Observation form presentations	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
12)	• Observation form presentations • Improving environmental awareness	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
13)	apporaches	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
14)	• Responsibilities in planning living spaces for children, importance of cooperation, professional groups to cooperate with.	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
15)	Project presentations, Landscaping	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.
16)	FINAL EXAM	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.

Sources

Course Notes / Textbooks:	Sunumlar, makaleler
References:	Weinstein, Carol Simon; David Thomas G. (Ed).(1987), Spaces for Children, The Built Environment and Child Development, Plenum Press, NY, USA. 2. 2. Altman, Irwin; Wohlwill, Joachım F. (Ed).(1980), Children and the Environment, Plenum Press, NY, USA. 3.Schwartz, Susan, Pollishuke, Mindy (1991). Creating the Child-centred Classroom, General Publishing Company, USA.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6	7
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.
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.

Learning Activity and Teaching Methods

Field Study
Individual study and homework
Group study and homework
Homework
Project preparation
Q&A / Discussion
Technical Tour
Application (Modelling, Design, Model, Simulation, Experiment etc.)

Assessment & Grading Methods and Criteria

Homework
Observation
Presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Presentation	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	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	2	20	40
Presentations / Seminar	1	2	2
Homework Assignments	2	10	20
Midterms	1	2	2
Final	1	2	2
Total Workload			108