Master of Arts in Early Childhood Education non-thesis
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

General course introduction information

Course Code:

OKL512

Course Name:

Theories of Contemporary Development

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	6

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

Course Level:

Master

TR-NQF-HE:7. Master`s Degree

QF-EHEA:Second Cycle

EQF-LLL:7. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Öğr.Gör. SÜMEYYE YÜCEL

Course Lecturer(s):

Dr.Öğr.Üyesi SANEM BÜLBÜL HÜNER
Dr.Öğr.Üyesi TUĞBA KORKMAZ

Course Assistants:

Course Objective and Content

Course Objectives:	It is aimed to examine the theories of development and learning and the theories of contemporary theorists among these theories, to gain in-depth knowledge and to compare and discuss them.
Course Content:	Jean Jacques Rousseau, Froebel, Pestalozzi, Maria Montessori, Sigmund Freud (Psychoanalytic Theory), Piaget, Vygots§, John Dewey, Watson-Skinner, Werteimer & Kohler & Koffka; Eric Erikson, Bandura, John Bowlby, Arnold Gesell, Lawrence Kohlberg, Carl Rogers, Maslow, Computing Theories, Constructivism, Capacity Building.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Recognizes contemporary development and learning theories and preschool education program based on these theories.
2 - Skills
Cognitive - Practical
1) Knows and compares contemporary learning and teaching concepts and models.
3 - Competences
Communication and Social Competence
Learning Competence
1) Know and compare contemporary approaches in preschool education.
Field Specific Competence
1) Can use educational technologies in preschool education applications.
Competence to Work Independently and Take Responsibility
1) Apply a program or model developed in pre-school education in the field.

Lesson Plan

Week	Subject	Related Preparation
1)	Jean Jacques Rousseau	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
2)	Jean Jacques Rousseau	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
3)	Froebel	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
4)	Pestalozzi	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
5)	Maria Montessori	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
6)	Sigmund Freud (Psychoanalytic Theory)	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
7)	Piaget, Vygotsky	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
8)	Midterm
9)	John Dewey	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
10)	Watson-Skinner	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
11)	Werteimer & Kohler & Koffka	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
12)	Eric Erikson, Bandura, John Bowlby	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
13)	Arnold Gesell, Lawrence Kohlberg	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
14)	Carl Rogers, Maslow	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
15)	Information Processing Theories, Constructivism, Capacity Building	Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
16)	Final exam

Sources

Course Notes / Textbooks:

Carol. E. Jan, Ailen. (1993). Theories of Developmantal Psychology, Third Edition, Prentice Hail Press. William, Crain. (1982). Theories of Developmental Concepts and Aplications, Prentice Hail. William, Crain. (1982). Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5
Program Outcomes
1) Based on its undergraduate level qualifications, it develops and deepens its knowledge in the same or different area at the level of expertise.
2) Understands the interdisciplinary interaction associated with early childhood education.
3) Evaluates and uses information in early childhood education with a systematic approach.
4) Interprets the information acquired in early childhood education with information from different disciplines and creates new information.
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.
8) Evaluates the knowledge and skills acquired in the field of early childhood education with a scientific approach.
9) Communicates and maintains with national and international people, institutions and organizations in the field of early childhood education.
10) Evaluates current developments in the field of early childhood education by supporting them with quantitative and qualitative data.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	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.	4
2)	Understands the interdisciplinary interaction associated with early childhood education.
3)	Evaluates and uses information in early childhood education with a systematic approach.
4)	Interprets the information acquired in early childhood education with information from different disciplines and creates new information.
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.
8)	Evaluates the knowledge and skills acquired in the field of early childhood education with a scientific approach.
9)	Communicates and maintains with national and international people, institutions and organizations in the field of early childhood education.
10)	Evaluates current developments in the field of early childhood education by supporting them with quantitative and qualitative data.

Learning Activity and Teaching Methods

Expression
Reading
Homework
Project preparation
Report Writing

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Midterms	1	% 30
Final	1	% 60
Paper Submission	1	% 10
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	16	3	48
Study Hours Out of Class	16	3	48
Midterms	1	30	30
Paper Submission	1	10	10
Final	1	60	60
Total Workload			196