Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE232 | ||||||||
Course Name: | Movement Training and Play in Childhood | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department/Faculty/University | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. GİZEM TÜRİTOĞLU | ||||||||
Course Lecturer(s): |
Öğr.Gör. GİZEM TÜRİTOĞLU |
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Course Assistants: |
Course Objectives: | The aim of the course is to teach determining motor skill levels of children according to their ages and planning, application and assessment of exercise programs for children. At the end of the course students are expected to acquirre competency at arrangement of environmental setting for sport activities, giving proper instruction at the sport activities ans to discuss the themes with samples mentioned above. |
Course Content: | The role of physical activities in child development, categories of human movements and individual and group activities suitable for these movements, training games (games that develop motor properties, endurance, speed, coordination, strength, flexibility), equipment and material information about physical activities, vehicle games (rope, ball, hoop, ribbon, etc.), class games (educational games, attention-building, sensory-building, small-muscle-building games), rhythmic activities, musical games (ronds), movements that can be done in movement training activity and attention in teaching them issues to be considered, planning, implementing and evaluating supportive education programs suitable for the physical development levels of children. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Sports education according to different approaches | Presentations and articles |
2) | Curriculum development in sports education | Presentations and articles |
3) | Curriculum development in sports education | Presentations and articles |
4) | Basic concepts in curriculum development | Presentations and articles |
5) | Use of hints in sports education | Presentations and articles |
6) | Sports practice examples | Presentations and articles |
7) | Sports practice examples | Presentations and articles |
8) | Evaluation in sports education | Presentations and articles |
9) | Evaluation in sports education | Presentations and articles |
10) | Sports and material selection | Presentations and articles |
11) | Sports and safety | Presentations and articles |
12) | Homework Presentations | Presentations and articles |
13) | Homework Presentations | Presentations and articles |
14) | final examination | .. |
Course Notes / Textbooks: | İnan, M. (2004). Çocuğum Nasıl Spor Yapmalı? Morpa Yayınları, İstanbul. Demirhan, G. (2006) spor eğitiminin temelleri. Bağırgan Yayımevi, Ankara |
References: | Sunum ve makaleler |
Learning Outcomes | 1 |
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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. |
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. |
Expression | |
Group study and homework |
Oral Examination | |
Application |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 1 | % 50 |
Final | 1 | % 50 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 16 | 3 | 48 |
Presentations / Seminar | 14 | 2 | 28 |
Homework Assignments | 14 | 2 | 28 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 150 |