Course Objectives: |
The aim of the course is to introduce program approaches and models to early childhood educator candidates and to contribute to the development of programs that may be valid for children in our country. |
Course Content: |
One of the important thinkers about education; Explaining the life and views of Rabelias, Montaigne, Ratke, Comenius, Locke, Fenelon, Rousseau, Pestalozzi, Salzman, Herbart, Fröbel, and Dewey, explaining the life and views of Montessori and the characteristics of Montessori schools, Vygotsky and Piaget's life and Explaining the views, Explaining Reggio Emilia approach in preschool education, Explaining the Bank Street program in preschool education, Explaining Waldorf schools in preschool education, Explaining the High / Scope approach in preschool education, Explaining the Head Start program in preschool education |
Week |
Subject |
Related Preparation |
1) |
One of the important thinkers about education; Rabelias, Montaigne, Ratke, Comenius, Locke, Fenelon, Rousseau life and views |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
2) |
Life and views of Pestalozzi, Salzman, Herbart, Fröbel, and Dewey, who are important thinkers about education. |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
3) |
The life and views of Montessori and the features of Montessori schools |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
4) |
Piaget's life and views |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
5) |
Vygotsky's life and views |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
6) |
Explanation of Bank Street program in preschool education |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
7) |
Child-to-child approach in preschool education |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
8) |
Midterm |
|
9) |
Home education model |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
10) |
Portage approach in preschool education |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
11) |
High / Scope approach in preschool education |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
12) |
Project approach in preschool education |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
13) |
Explaining the Head Start program in preschool education |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
14) |
Regio Emilio approach |
Fulya Temel (Ed.) (2012).Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık, Ankara. |
15) |
Final exam |
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|
Program Outcomes |
Level of Contribution |
1) |
Based on its undergraduate level qualifications, it develops and deepens its knowledge in the same or different area at the level of expertise. |
5 |
2) |
Understands the interdisciplinary interaction associated with early childhood education. |
5 |
3) |
Evaluates and uses information in early childhood education with a systematic approach. |
4 |
4) |
Interprets the information acquired in early childhood education with information from different disciplines and creates new information. |
4 |
5) |
Identifies and solves problems related to early childhood by using research methods. |
|
6) |
Takes initiative in studies related to early childhood education. |
|
7) |
He/She offers studies in the field of early childhood education by supporting it with up-to-date data. |
5 |
8) |
Evaluates the knowledge and skills acquired in the field of early childhood education with a scientific approach. |
5 |
9) |
Communicates and maintains with national and international people, institutions and organizations in the field of early childhood education. |
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10) |
Evaluates current developments in the field of early childhood education by supporting them with quantitative and qualitative data. |
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