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: | CGE436 | ||||||||
| Course Name: | Parent Education and Programs | ||||||||
| 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: | Compulsory | ||||||||
| 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 |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | The aim of this course is to examine the definition and history of family, kinds of family, ethic principles in family education, parental attitudes, family attendance in pre-school education programs and applications of family education in Turkey and today's world. |
| Course Content: | The definition of the family, its historical development and family types, ethical principles in family education, family-parenting theories, intra-family relations and parenting attitudes, families with special needs children and family studies in special cases, family participation in pre-school education programs, preparing a family-participation education program objectives and policies, education program implementation strategies, program evaluation process, parental education and family education programs implemented in Turkey in the world, parental education and family involvement |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Definition of the family | Presentations and articles |
| 2) | Historical development of the family and family types | Presentations and articles |
| 3) | ethical principles in family education | Presentations and articles |
| 4) | family-parenting theories | Presentations and articles |
| 5) | family relationships and child rearing attitudes | Presentations and articles |
| 6) | families with children with special needs and family work in special situations | Presentations and articles |
| 7) | family involvement in preschool education programs | Presentations and articles |
| 8) | Midterm | |
| 9) | aims and principles of preparing a family participation education program | Presentations and articles |
| 10) | training program implementation strategies | Presentations and articles |
| 11) | program evaluation process | Presentations and articles |
| 12) | parent education and family education programs implemented in Turkey | Presentations and articles |
| 13) | parental education and family involvement in the world | Presentations and articles |
| 14) | Creating a sample family education program | Presentations and articles |
| 15) | Creating a sample family education program | Presentations and articles |
| 16) | Final exam |
Sources
| Course Notes / Textbooks: | Sunum ve makaleler |
| References: | Boss, P.G., LaRossa, W.J., Schumm, W.R ve Steinmetz, S.K (Ed.) (1993) Sourcebook of Family Theories and Methods, A Contextual Approach. Plenum Press, New York |
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. | 5 |
| 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. | 4 |
| 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. | 4 |
| 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. | 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. | 4 |
Learning Activity and Teaching Methods
| Expression | |
| Individual study and homework | |
| Lesson | |
| 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 |
| Homework Assignments | 1 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Study Hours Out of Class | 12 | 2 | 24 |
| Presentations / Seminar | 10 | 2 | 20 |
| Project | 12 | 2 | 24 |
| Homework Assignments | 10 | 2 | 20 |
| Preliminary Jury | 1 | 2 | 2 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 10 | 2 | 20 |
| Final | 1 | 2 | 2 |
| Total Workload | 142 | ||