Child Development Graduate without Thesis
Course Details
KTO KARATAY UNIVERSITY
Graduate Education Institute
Programme of Child Development Graduate without Thesis
Course Details
Graduate Education Institute
Programme of Child Development Graduate without Thesis
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 80311139 | Cognitive Development and Brain-Based Learning | 1 | Autumn | 1 | 3+0+0 | 3 | 7,5 |
| Course Type | Elective |
| Course Cycle | Master's (Second Cycle) (TQF-HE: Level 7 / QF-EHEA: Level 2 / EQF-LLL: Level 7) |
| Course Language | Turkish |
| Methods and Techniques | Anlatım, soru cevap, tartışma |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | - |
| Instructor(s) | Prof. Filiz ERBAY |
| Instructor Assistant(s) | - |
Course Content
Piaget, Vygotsky, and information processing theories; cognitive functions such as attention, memory, and executive functions; neurodevelopment; the relationship between learning and the brain; brain-based practices in education and classroom strategies.
Objectives of the Course
The aim of this course is to examine the fundamental components of cognitive development in children and the neuroscientific basis of these processes, thereby connecting brain-based learning approaches to pedagogical practices.
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 |
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | Course introduction, purpose, and scope – The concept of cognitive development |
| 2 | Introduction to cognitive development theories (Piaget, Vygotsky, Bruner, etc.) |
| 3 | Information processing theory and learning processes |
| 4 | Brain development and neuroscientific foundations |
| 5 | Nervous system, neurons, and synaptic development |
| 6 | Memory systems (short-term, long-term, working memory) |
| 7 | Development of attention, perception, and executive functions |
| 8 | Language development and its relationship with cognitive processes |
| 9 | Social cognition, theory of mind, and their impact on learning |
| 10 | Brain-based learning theory and principles |
| 11 | Brain-based teaching strategies and classroom applications |
| 12 | The impact of emotions, motivation, and stress on learning |
| 13 | Learning disabilities and brain-based approaches |
| 14 | A holistic view of the relationship between cognitive development and brain-based learning |
Textbook or Material
| Resources | Bilal Duman, Why Brain-Based Learning?, Pegem Academy Publishing |
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 | 8 | 112 |
| Midterms | 1 | 14 | 14 |
| Quiz | 0 | 0 | 0 |
| Homework | 2 | 7 | 14 |
| Practice | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Workshop | 0 | 0 | 0 |
| Presentation/Seminar Preparation | 2 | 15 | 30 |
| Fieldwork | 0 | 0 | 0 |
| Final Exam | 1 | 14 | 14 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 226 | ||
| Total Work Load / 30 | 7,53 | ||
| Course ECTS Credits: | 8 | ||