Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE401 | ||||||||
Course Name: | Eğitimde Aile Danışmanlığı | ||||||||
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 : | Dr.Öğr.Üyesi ZEYNEP ŞEBNEM KURT | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi ESİN SEZGİN Öğr.Gör.Dr. NAZİFE HÜLYA BİLGİN |
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Course Assistants: |
Course Objectives: | The aim of the course is to introduce students to different family structures, to understand the characteristics of the healthy family and the importance of intra-family communication, to understand the problems that may arise in family-child relationships and their impact on the development of the child, to understand the principles of child-oriented family counseling studies and to gain practical skills. |
Course Content: | The importance and historical development of family counseling, overview of family system and family counseling approaches, parent-child interaction, reasons that require family counseling, attitudes of families towards their children and effects on children's development, discipline methods, effects of parenting behavior on children, special needs child's family involvement and psychological processes in families, counselor family interaction, interview process in child-centered family counseling, stages to be followed in child development follow-up and family counseling, methods used in guidance and education in families in educational environments, effective counseling strategies. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | The importance and historical development of family counseling | Presentations and articles |
2) | overview of family system and family counseling approaches | Presentations and articles |
3) | parent-child interaction | Presentations and articles |
4) | reasons that require family counseling | Presentations and articles |
5) | families' attitudes towards their children and effects on children's development | Presentations and articles |
6) | discipline methods | Presentations and articles |
7) | effects of parent behavior on children | Presentations and articles |
8) | Midterm | |
9) | family involvement of special needs children and psychological processes in families | Presentations and articles |
10) | counselor and family interaction | Presentations and articles |
11) | interview process in child-centered family counseling | Presentations and articles |
12) | stages to be followed in child development follow-up and family counseling | Presentations and articles |
13) | the method used in guidance and education activities for families in educational environments | Presentations and articles |
14) | effective consulting strategies | Presentations and articles |
15) | effective consulting strategies | Presentations and articles |
16) | Final exam |
Course Notes / Textbooks: | Sunum ve makaleler |
References: | Nazlı, S. (2016). Aile Danışmanlığı. Anı, Ankara. • Gladdingi, S. T. (2011). Aile Terapisi Tarihi, Kuram ve Uygulamaları, Türk Psikolojik Danışma ve Rehberlik Derneği, Ankara. ynaklar |
Learning Outcomes | 1 |
2 |
3 |
4 |
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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. | 4 |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | 4 |
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. | 5 |
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. | 4 |
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. | 4 |
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. | 4 |
Expression | |
Lesson | |
Role Playing |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Application |
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 |
Field Work | 5 | 2 | 10 |
Study Hours Out of Class | 10 | 2 | 20 |
Presentations / Seminar | 10 | 2 | 20 |
Project | 5 | 2 | 10 |
Homework Assignments | 10 | 2 | 20 |
Quizzes | 4 | 2 | 8 |
Midterms | 1 | 2 | 2 |
Paper Submission | 10 | 2 | 20 |
Final | 1 | 2 | 2 |
Total Workload | 140 |