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

General course introduction information

Course Code:

CGE330

Course Name:

Developmental Diagnosis and Evaluation Methods

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	3

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

Course Assistants:

Course Objective and Content

Course Objectives:

Objective of this course is to learn and implement developmental evaluation and observation techniques and to be able to evidence based interpretation

Course Content:

Definition, characteristics and purposes of developmental evaluation, importance of evaluation in child development, child development principles to be considered in developmental evaluation, importance of family evaluation, general principles in the evaluation process of the family, family evaluation models, including the family in developmental evaluation, communication with the family points, techniques used in family evaluation, getting to know the measurement tools used in monitoring and evaluation of the child's development and how to use them, examining scale samples and reports; Denwer 2 Developmental Scale, Ankara Developmental Inventory (AGTE), Gazi Early Childhood Development Assessment Tool (GEÇDA), Frostig Visual Perception Test, Peabody, Good Enough-Harris Draw a Human Test, Luisa Düss Psychoanalytic Story Test, Metropolitan School Readiness Test.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Completing the course students will; Acquire the knowledge about evaluation, definition and varieties, be able to understand and explain all of them. Be able to apply techniques of evaluation types and interpret the results for typical and atypical children.
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)	Course introduction
2)	Definition definition, benefits provided principles and objectives.
3)	Types of evaluation, prerequisites for evaluation, screening evaluation
4)	Evaluation for training monitoring and information gathering
5)	Diagnostic evaluation, program measurement and responsibility evaluation.
6)	Planning assessment, assessment methods, assessment inventory and sociometry
7)	Planning assessment, assessment methods, assessment inventory and sociometry
8)	Midterm
9)	Informal tests, standardized tests
10)	Standardized test examples
11)	Alternative evaluation methods, performance based evaluation
12)	Alternative evaluation methods, game-based evaluation
13)	Homework presentation
14)	Final

Sources

Course Notes / Textbooks:

Bayhan, P. (2013). Erken Çocuklukta Değerlendirme. Morpa, İstanbul.

References:

Sunum ve makaleler
• Wright, Robert J. (2010). Multifaceted Assesment for Early Childhood Education, SAGE Publication, USA.
• Bayhan, Pınar (2017). Erken Çocukluk Döneminde Değerlendirme. Hedef Yayınları, Ankara.
• Beaty, Janice J. (2018) (Çeviri Ed: Boz, Menekşe). Erken Çocuklukta Gözlem ve Değerlendirme, Anı Yayınları, Ankara.
• Önder, Alev (2016). Okul Öncesi Dönemde Çocukları Değerlendirme ve Tanıma Teknikleri. Pegem Akademi, Ankara.
• ÖREN, Meral., CEYHAN, Aydoğan Aykut., KUMTEPE, Alper Tolga., ÜVRENDİ, Asiye., DİNÇ, Berrin., KAYA, Özlem Melek., VURAN, Sezgin (2011). Çocukları Tanıma Teknikleri, Anadolu Üniversitesi Yayını No: 2273,
• Açık Öğretim Fakültesi Yayını No: 1270.
• Mcafee, Oralie., Leong, Deborah J. (2012). Erken Çocukluk Döneminde Gelişim ve Öğrenmenin Değerlendirilmesi ve Desteklenmesi. Nobel Akademik Yayıncılık, Ankara.

Bracken, B.A.,&Nagle, R.J. (2007). Psychoeducational Assessment of Preschool Children.New Jersey: Lewrence

Course-Program Learning Outcome Relationship

Learning Outcomes	1
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.	3
2)	It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources.	3
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.	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.	4
7)	Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning.	3
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.	2
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	1
11)	Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively.	1
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.	1

Learning Activity and Teaching Methods

Expression

Assessment & Grading Methods and Criteria

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

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	Duration (Hours)	Workload
Course Hours	14	2	28
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			94