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 |
|---|---|---|---|---|---|---|---|
| 01870405 | Early Intervention | 4 | Autumn | 7 | 2+0+0 | 2 | 2 |
| Course Type | Compulsory |
| Course Cycle | Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6) |
| Course Language | Turkish |
| Methods and Techniques | Lecture, Question and Answer, Discussion, case studies |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | - |
| Instructor(s) | Dr. Res. Asst. Ayber ACAR |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Dr. Res. Asst. Ayber ACAR | - | [email protected] |
Course Content
The course includes definitions and concepts related to early intervention, historical development of early intervention, aims of early intervention programs, target group in early intervention, developmental risk factors, developmental triage in early intervention, early intervention models, natural environment in early intervention, cooperation in early intervention, transition and inclusion in early intervention, family-centered practices in early intervention, early intervention approaches in the world and in turkey, early intervention program development and approaches.
Objectives of the Course
Definitions and concepts related to early intervention, historical development of early intervention, objectives of early intervention programs, principles and stages of early intervention, target audience in early intervention, developmental risk factors, developmental triage in early intervention, early intervention models, natural environment in early intervention, cooperation in early intervention the transition, early intervention and inclusion, early intervention in family-centered practice, early intervention approaches in the world and in Turkey, to gain qualifications related to early intervention programs and develop approaches.
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. | 4 |
| 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. | 4 |
| P3 | Using advanced knowledge in the field of child development, he conducts individual and group work independently, takes responsibility for interdisciplinary work and performs his task effectively. | 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 |
| P5 | As an example to society, democracy, human rights, social, scientific and professional ethical values, and relevant laws, regulations and legislation are respected by external attitudes and behaviour. | 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. | 4 |
| P8 | Following national and international developments in child development, he strives to improve himself individually and professionally, assesses the knowledge gained from a critical perspective, and generates innovative ideas using qualitative and quantitative data. | 3 |
| P9 | They acquire knowledge and practical competence in the development of different methods, techniques, materials and programmes related to child development and compare and interpret the accuracy, reliability and validity of their achievements. | 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 | Classifies all areas of development of children and adolescents according to their stages of development. | P.1.4 | 1 |
| O3 | She/He distinguishes the developmental characteristics of children and adolescents with different developments. | P.1.5 | 1 |
| O4 | She/he ranks children's developmental evaluation scores. | P.2.1 | 1 |
| O5 | She/he compares the developmental characteristics of children with typical and atypical development. | P.2.4 | 1 |
| O6 | She/He reviews different professional projects, research and events. | P.4.2 | 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 | Early intervention concept |
| 2 | The importance of early intervention in the field of child development |
| 3 | The importance of early intervention in the field of child development |
| 4 | Early intervention process, roles and responsibilities of child development specialists. |
| 5 | Early intervention process, roles and responsibilities of child development specialists. |
| 6 | Early intervention process, roles and responsibilities of child development specialists. |
| 7 | Early intervention process, roles and responsibilities of child development specialists. |
| 8 | Midterm |
| 9 | Application examples of early intervention steps and child development specialists for 0-36 months old children |
| 10 | Application examples of early intervention steps and child development specialists for 0-36 months old children |
| 11 | Application examples of early intervention steps and child development specialists for 0-36 months old children |
| 12 | Application examples of early intervention steps and child development specialists for 0-36 months old children |
| 13 | Research on early intervention |
| 14 | Research on early intervention |
| 15 | Final exam |
Textbook or Material
| Resources | Bayhan, P. (2018). Early Intervention. Ankara: Hedef Press. |
| Allen, S. F. (2007). Parents Perceptions of Intervention Practices in Home Visiting Programs. Infant and Young Children, 20(3), 266-281. | |
| Chai, A. Y., Zhang, C., & Bisberg, M. (2006). Rethinking Natural Environment Practice: Implications from Examining Various Interpretations and Approaches. Early Childhood Education Journal, 34( 3), December, 203-208. |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Attendance | - | - |
| Practice | - | - |
| Field Study | - | - |
| Course Specific Internship (If Any) | - | - |
| Homework | - | - |
| Presentation | - | - |
| Projects | - | - |
| Seminar | - | - |
| Quiz | - | - |
| Listening | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | 1 | 60 (%) |
| Total | 100 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 12 | 2 | 24 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 1 | 10 | 10 |
| Midterms | 1 | 10 | 10 |
| Quiz | 0 | 0 | 0 |
| Homework | 1 | 6 | 6 |
| Practice | 0 | 0 | 0 |
| 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: | 60 | ||
| Total Work Load / 30 | 2 | ||
| Course ECTS Credits: | 2 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P2 | P4 |
|---|---|---|---|---|
| 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. | 4 | - | - |
| O2 | Classifies all areas of development of children and adolescents according to their stages of development. | 5 | - | - |
| O3 | She/He distinguishes the developmental characteristics of children and adolescents with different developments. | - | - | - |
| O4 | She/he ranks children's developmental evaluation scores. | - | 3 | - |
| O5 | She/he compares the developmental characteristics of children with typical and atypical development. | - | - | - |
| O6 | She/He reviews different professional projects, research and events. | - | - | 4 |