Child Development
Course Details
KTO KARATAY UNIVERSITY
Faculty of Health Sciences
Programme of Child Development
Course Details
Faculty of Health Sciences
Programme of Child Development
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 01841217 | Out Of School Learning Environments | 2 | Spring | 4 | 2+0+0 | 5 | 5 |
| Course Type | Elective |
| Course Cycle | Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6) |
| Course Language | Turkish |
| Methods and Techniques | anlatım, soru cevap, beyin fırtınası, rol oynama, doğaçlama |
| Mode of Delivery | Face to Face |
| Prerequisites | Yok |
| Coordinator | - |
| Instructor(s) | Lect. Figen GÜLEŞ |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Lect. Figen GÜLEŞ | - | [email protected] | . |
Course Content
The content of the out-of-school learning environments course includes information on informal learning environments, the importance of field trips and museums in education and how they should be used. Within the scope of this course, different educational environments such as out-of-school, zoo, library, science museum and science centers that provide out-of-school learning opportunities will be discussed.
Objectives of the Course
The aim of this course is to teach students how to use out-of-school learning environments in education/training.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | |
| Transferable Skills Courses | |
| Humanities, Communication and Management Skills Courses |
Relationships between Course Learning Outcomes and Program Outcomes
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Program Learning Outcomes | Level |
|---|---|---|
| P1 | All children and adolescents aged 0-18 have the necessary level of up-to-date, theoretical and practical knowledge about the areas of mental, linguistic, motor, emotional, social and emotional development. | 3 |
| P2 | Based on his institutional and practical knowledge in the field of child development, he has the ability to evaluate the development of typical and atypical children with different methods and tools, develop different solutions with evidence-based approaches to problem situations, and develop support programmes, provide family counselling and inform society. | 2 |
| P4 | Professional projects, research and activities for the social environment in which they live with a sense of social responsibility plan, implement and monitor and evaluate the process. | 3 |
| P6 | Quality management and processes include the child, children and families, and the individual has sufficient awareness of, responds to, and participates in, environmental and occupational safety issues. | 3 |
| P7 | She/He uses his professional knowledge and experience in collaboration with health, education, social, civil society organizations and other relevant stakeholders to maximize the benefit of the child and family, and participates in joint research, development and implementation of educational and development programmes, project planning and execution processes with relevant institutions and organizations. | 1 |
| P10 | It has a consciousness of universal and social responsibility by integrating sustainable development goals into professional work in the field with innovative, technology-based and collaborative approaches. | 3 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Explains up-to-date theoretical information about the areas of mental, linguistic, motor, emotional, social and emotional development of all children and adolescents aged 0-18. | P.1.1 | 1 |
| O2 | Discerns the differences in current theoretical knowledge of all children and adolescents aged 0-18 about the areas of mental, linguistic, motor, emotional, social and emotional development. | P.1.2 | 1 |
| O3 | Classifies all areas of development of children and adolescents according to their stages of development. | P.1.4 | 1 |
| O4 | She/He distinguishes the developmental characteristics of children and adolescents with different developments. | P.1.5 | 1 |
| O5 | It develops programmes to support all areas of development of children and young people. | P.1.7 | 1 |
| O6 | She/he compares the developmental characteristics of children with typical and atypical development. | P.2.4 | 1 |
| O7 | Integrate the principles and practices into the information processes of children, families and the community | P.2.6 | 1 |
| O8 | Social responsibility emphasizes the importance of project development. | P.4.1 | 1 |
| O9 | She/He reviews different professional projects, research and events. | P.4.2 | 1 |
| O10 | Various professional projects evaluate the results of research and events. | P.4.3 | 1 |
| O11 | The project fulfils its responsibilities in research and activities | P.4.4 | 1 |
| O12 | Connects different projects, research and event processes and results. | P.4.5 | 1 |
| O13 | Explains his/her knowledge on individual, environmental and occupational safety issues. | P.6.1 | 1 |
| O14 | associates her knowledge on individual, environmental and occupational safety issues with her studies including babies, children, adolescents and families. | P.6.2 | 1 |
| O15 | The individual links his/her knowledge on environmental and occupational safety issues with his/her professional work. | P.6.4 | 1 |
| O16 | The individual criticizes the existing standards in line with his/her knowledge on environmental and occupational safety issues. | P.6.5 | 1 |
| O17 | Develops appropriate recommendations for infants, children, adolescents and families in line with their knowledge of individual, environmental and occupational safety. | P.6.6 | 1 |
| O18 | Review projects, programs, research and practices previously implemented by relevant stakeholders. | P.7.2 | 1 |
| O19 | Explains the processes of joint research, educational and developmental program development and implementation, project planning and execution with relevant institutions and organizations. | P.7.3 | 1 |
| O20 | Explain sustainable development goals and innovative, technology-enabled and collaborative approaches | P.10.1 | 1 |
| O21 | Discusses innovative, technology-enabled and collaborative approaches to sustainable development goals | P.10.2 | 1 |
| O22 | Integrates sustainable development goals with innovative, technology-supported and collaborative approaches to professional work | P.10.3 | 1 |
| O23 | Draws conclusions about the representation of sustainable development goals in professional development process and practices. | P.10.6 | 1 |
| ** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7 | |||
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | Reasons for the need for out-of-school learning environments |
| 2 | The scope of out-of-school learning environments |
| 3 | Natural areas |
| 4 | Museums |
| 5 | Galleries |
| 6 | Science Centers |
| 7 | Botanik bahçeleri |
| 8 | arasınav |
| 9 | Other learning environments |
| 10 | The effects of out-of-school learning environments on cognitive and language development |
| 11 | Okul dışı öğrenme ortamlarının sosyal-duygusal gelişime etkisi |
| 12 | The effects of out-of-school learning environments on motor development |
| 13 | Planning activities for out-of-school learning environments |
| 14 | Final |
Textbook or Material
| Resources | Güney, A. (Ed.) (2017). Her yönüyle bilim merkezi: Bilim merkezlerine dair kavramsal bir okuma. İstanbul: Çizgi Kitabevi. |
| Out-of-School Learning Environments (ed. Ahmet İlhan Şen). 2023. Pegem Akademi Yayınları | |
| OUT OF SCHOOL LEARNING ENVIRONMENTS - Primary School Applications (ed Bilge Kuşdemir Kayıran, Melike Özyurt). 2022. Nobel Publications |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Attendance | 14 | 10 (%) |
| Practice | - | - |
| Field Study | - | - |
| Course Specific Internship (If Any) | - | - |
| Homework | - | - |
| Presentation | - | - |
| Projects | - | - |
| Seminar | - | - |
| Quiz | 1 | 10 (%) |
| Listening | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | 1 | 40 (%) |
| Total | 100 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 14 | 3 | 42 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 14 | 3 | 42 |
| Midterms | 1 | 12 | 12 |
| Quiz | 1 | 11 | 11 |
| Homework | 0 | 0 | 0 |
| Practice | 3 | 11 | 33 |
| Laboratory | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Workshop | 0 | 0 | 0 |
| Presentation/Seminar Preparation | 0 | 0 | 0 |
| Fieldwork | 0 | 0 | 0 |
| Final Exam | 1 | 10 | 10 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 150 | ||
| Total Work Load / 30 | 5 | ||
| Course ECTS Credits: | 5 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P2 | P4 | P6 | P7 | P10 |
|---|---|---|---|---|---|---|---|
| O1 | Explains up-to-date theoretical information about the areas of mental, linguistic, motor, emotional, social and emotional development of all children and adolescents aged 0-18. | 5 | - | - | - | - | - |
| O2 | Discerns the differences in current theoretical knowledge of all children and adolescents aged 0-18 about the areas of mental, linguistic, motor, emotional, social and emotional development. | 5 | - | - | - | - | - |
| O3 | Classifies all areas of development of children and adolescents according to their stages of development. | 5 | - | - | - | - | - |
| O4 | She/He distinguishes the developmental characteristics of children and adolescents with different developments. | 5 | - | - | - | - | - |
| O5 | It develops programmes to support all areas of development of children and young people. | - | - | - | - | - | - |
| O6 | She/he compares the developmental characteristics of children with typical and atypical development. | - | 4 | - | - | - | - |
| O7 | Integrate the principles and practices into the information processes of children, families and the community | - | 4 | - | - | - | - |
| O8 | Social responsibility emphasizes the importance of project development. | - | - | 3 | - | - | - |
| O9 | She/He reviews different professional projects, research and events. | - | - | 2 | - | - | - |
| O10 | Various professional projects evaluate the results of research and events. | - | - | 4 | - | - | - |
| O11 | The project fulfils its responsibilities in research and activities | - | - | 4 | - | - | - |
| O12 | Connects different projects, research and event processes and results. | - | - | 3 | - | - | - |
| O13 | Explains his/her knowledge on individual, environmental and occupational safety issues. | - | - | - | 3 | - | - |
| O14 | associates her knowledge on individual, environmental and occupational safety issues with her studies including babies, children, adolescents and families. | - | - | - | 3 | - | - |
| O15 | The individual links his/her knowledge on environmental and occupational safety issues with his/her professional work. | - | - | - | 4 | - | - |
| O16 | The individual criticizes the existing standards in line with his/her knowledge on environmental and occupational safety issues. | - | - | - | 5 | - | - |
| O17 | Develops appropriate recommendations for infants, children, adolescents and families in line with their knowledge of individual, environmental and occupational safety. | - | - | - | 5 | - | - |
| O18 | Review projects, programs, research and practices previously implemented by relevant stakeholders. | - | - | - | - | 4 | - |
| O19 | Explains the processes of joint research, educational and developmental program development and implementation, project planning and execution with relevant institutions and organizations. | - | - | - | - | 4 | - |
| O20 | Explain sustainable development goals and innovative, technology-enabled and collaborative approaches | - | - | - | - | - | 4 |
| O21 | Discusses innovative, technology-enabled and collaborative approaches to sustainable development goals | - | - | - | - | - | 4 |
| O22 | Integrates sustainable development goals with innovative, technology-supported and collaborative approaches to professional work | - | - | - | - | - | 4 |
| O23 | Draws conclusions about the representation of sustainable development goals in professional development process and practices. | - | - | - | - | - | 4 |