Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE333 | ||||||||
Course Name: | Çocuk Edebiyatı | ||||||||
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: | Compulsory | ||||||||
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 Prof. Dr. SERVET BAL |
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Course Assistants: |
Course Objectives: | The main objective of the course is teaching the students the content, illustration and physical properties of the children?s books, and revealing discussion of importance of a good book by presenting examples. It is aimed to gain the student theoretical and practical information about types and features of the children?s books, story choosing and preparing techniques at the end of the course. |
Course Content: | Children and literature, Importance, purpose and function of children's literature, its contribution to the development of the child, History of children's literature in the world and in Turkey, Children's books and types according to age groups, Internal and external structure features of picture story books, Reading models, Interactive books with children reading, Demonstrating unqualified children's books with examples and the negative effects of these books on children's development. Types of literature in childhood –Children and media, Storytelling techniques in pre-school period, Activities to be applied after the story, Supporting early literacy skills through picture story books, writing stories for children of different age groups, Points to consider when writing stories, Children's libraries. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introduction / Orientation | |
2) | Children and literature, Importance, purpose and function of children's literature, Contribution of children's literature to the development of children. | |
3) | History of children's literature in the world and in Turkey. | |
4) | Children's books by age groups, Types of books (Toy books, ABC concept-activity books, picture story books). | |
5) | “External Structure” and “Internal Structure” features of picture story books. | |
6) | Models of reading books, Reading interactively with children, Demonstrating unqualified children's books with examples and the negative effects of these books on children's development. | |
7) | Midterm | |
8) | Choosing a picture story book and reading an interactive book for children aged 3-6, Activities to be applied after the story | |
9) | Storytelling techniques using different materials in early childhood. | |
10) | Supporting early literacy skills through picture story books. The importance and influence of the family, the environment and the teacher in this regard. | |
11) | Children's literature genres – Children and media. | Student Presentations. |
12) | Children's literature genres – Children and media. | Student Presentations. |
13) | Writing stories for children. Points to consider when writing a story. | |
14) | To illustrate the story written for the child, to turn it into a product by using different techniques. | |
15) | Final. | |
16) | Evaluation of final exam questions. |
Course Notes / Textbooks: | Sunum ve makaleler. |
References: | Yükselen ve ark. (Edit: Uzm. Ayşe TURLA) (2018). Çocuk Edebiyatı. Hedef Yayıncılık, Ankara. Yükselen ve Ark. (Edit: Prof. Dr. Mübeccel GÖNEN) (2013). Çocuk Edebiyatı. Eğiten Kitap, Ankara. |
Learning Outcomes | 1 |
2 |
5 |
3 |
6 |
7 |
8 |
4 |
9 |
10 |
11 |
12 |
13 |
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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. | 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. | 5 |
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 |
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. | 3 |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | 5 |
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. | 5 |
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. | 3 |
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. | 5 |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 1 | % 20 |
Midterms | 1 | % 30 |
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 | 2 | 28 |
Study Hours Out of Class | 2 | 20 | 40 |
Presentations / Seminar | 1 | 2 | 2 |
Homework Assignments | 2 | 20 | 40 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 114 |