ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | CGE403 | ||||||||
| Course Name: | Values Education | ||||||||
| 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: | Department/Faculty/University | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Öğr.Gör. HATİCE NUR GÖKCAN ALHAN | ||||||||
| Course Lecturer(s): |
Öğr.Gör. HATİCE NUR GÖKCAN ALHAN Assoc. Prof. ASUDE BALABAN DAĞAL |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | The main aim of the course is; knowing the general concepts of character and values education of child development graduates, to act in accordance with universal values and to plan activities |
| Course Content: | Definition, importance and scope of value education, scope of values in preschool and primary school, place of values education in preschool education programs and primary school education programs, implicit program, place of school,trainer and family in values education in preschool period and primary school, preschool period and primary school values education approaches and application examples. |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | What is character, personality / personality, value, virtue, morality, temper, temperament? | Presentations and articles |
| 2) | Character development and education | Presentations and articles |
| 3) | Family, environment and school in character development and education | Presentations and articles |
| 4) | Definition and classification of values and basics | Presentations and articles |
| 5) | Intercultural differentiation and coexistence culture in character and value education; character and value education in terms of educational philosophy and goals | Presentations and articles |
| 6) | Character and value education approaches and practices | Presentations and articles |
| 7) | Midterm | - |
| 8) | Teaching methods and techniques in character / value education | Presentations and articles |
| 9) | Values crisis and education in modern and multicultural societies; Value education in the human-cultural development process | Presentations and articles |
| 10) | Teacher as a role model in character and value education | Presentations and articles |
| 11) | Project presentations | Presentations and articles |
| 12) | Project presentations | Presentations and articles |
| 13) | Project presentations | Presentations and articles |
| 13) | Project presentations | Presentations and articles |
| 14) | final examination | - |
Sources
| Course Notes / Textbooks: | Alpöge, G. (2011). Okul öncesinde değerler eğitimi. İstanbul: Bilgi. Çengelci, T., Hancı, B. & Karaduman, H. (2013). Okul ortamında değerler eğitimi konusunda öğretmen ve öğrenci görüşleri. Değerler Eğitimi Dergisi, 11(25), 33-56. |
| References: | Değerler eğitimi programının 6 yaş çocuklarının sosyal ve duygusal gelişimlerine etkisi. Yayınlanmamış doktora tezi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya. Sapsağlam, Ö. & Ömeroğlu, E. (2015). Okul öncesi öğretmenlerinin eğitim programlarında değerler eğitimine yer verme düzeylerinin belirlenmesi. International Journal of Eurasia Social Sciences, 6(21), 244-264 |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
2 |
3 |
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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. | |||||||||||
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
| Expression | |
| Individual study and homework | |
| Homework |
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Homework |
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 |
| Homework Assignments | 2 | 10 | 20 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 92 | ||