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

General course introduction information

Course Code:

CGE430

Course Name:

Game Therapy

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Department/Faculty/University

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):

Course Assistants:

Course Objective and Content

Course Objectives:	In addition to gaining theoretical knowledge and skills related to Game Therapy, gaining knowledge and skills related to using game therapy methods as a therapeutic tool.
Course Content:	Theoretical foundations of play therapy, the use of play for evaluation and treatment, the history of play therapy, basic elements: Child, parents, therapist, different play therapy approaches, short play approaches and techniques, behavioral play therapies, basic principles and practices of undirected play therapy, main father's place and function in play therapy.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Explain Basic Concepts in Play Therapy.
2 - Skills
Cognitive - Practical
1) Have sufficient information about Game Therapy Types.
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)	Basic Concepts and Theories in Play Therapy and Introduction to Play Therapy	Presentations and articles
2)	Types of play therapy	Presentations and articles
3)	Techniques for Improving the Environment of Trust and Acceptance in Children, Characteristics of the Play Room and Selection of Toys that will Enable the Child to Reveal Himself	Presentations and articles
4)	Types of play and toys for children by age groups, the use of toys in play therapy and the symbolic meanings of toys	Sunum ve makaleler
5)	Determination of the First Interview Problem Areas in Game Therapy	Presentations and articles
6)	Play Themes Identification and Interpretation of Play Themes	Presentations and articles
7)	Structuring and Stages of Sessions in Game Therapy	Presentations and articles
8)	Midterm
9)	Child-Centered Play Therapy, Principles and Goals of Child-Centered Play Therapy, Case Studies in Child-Centered Play Therapy.	Presentations and articles
10)	Experiential Play Therapy	Presentations and articles
11)	Adlerian Play Therapy	Presentations and articles
12)	Filial Therapy	Presentations and articles
13)	Sand Therapy	Presentations and articles
14)	Theraplay	Presentations and articles
15)	Practices	Presentations and articles
16)	Final exam

Sources

Course Notes / Textbooks:	Sunum ve Makaleler
References:	Axline, V.M. (2019). Oyun Terapisi. (Çev: Misli, B.) Panama Yayıncılık: Ankara.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2
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
Lesson

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	3	42
Study Hours Out of Class	4	10	40
Homework Assignments	2	10	20
Quizzes	2	2	4
Midterms	1	2	2
Final	1	2	2
Total Workload			110