Child Development
Course Details
KTO KARATAY UNIVERSITY
Vocational School of Medical Services
Programme of Child Development
Course Details
Vocational School of Medical Services
Programme of Child Development
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 024 3 1 012 | Climate Change and Sustainability | 2026 | Autumn | 3 | 0+0+0 | 3 | 3 |
| Course Type | Elective |
| Course Cycle | Associate (Short Cycle) (TQF-HE: Level 5 / QF-EHEA: Short Cycle / EQF-LLL: Level 5) |
| Course Language | Turkish |
| Methods and Techniques | Lecture, question-and-answer, discussion, brainstorming, case study analysis, problem-solving, and small-group activities. Evaluation of the impacts of climate change on child health and development using current examples; classroom activities focused on nature-based education, sustainable living, and the design of ecological materials. |
| Mode of Delivery | Face to Face |
| Prerequisites | no |
| Coordinator | - |
| Instructor(s) | Asst. Prof. Emine ARSLAN KILIÇOĞLU |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Asst. Prof. Emine ARSLAN KILIÇOĞLU | B-224 | [email protected] | 7682 | Wednesday 10:30-11:30 |
Course Content
The course covers the scientific foundations of climate change, global warming, ecosystem conservation, and the concept of sustainability. The curriculum specifically examines environmental pollution, biomimicry, nature-based educational models, and the impacts of the climate crisis on children's health and development from a rights-based perspective.
Objectives of the Course
The aim is to foster basic awareness regarding the climate crisis and sustainability in students, enhance their environmental literacy, and equip them—in their capacity as child development specialists—to instill nature consciousness and sustainable living habits during early childhood.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | |
| Specialization / Field Courses | |
| Support Courses | X |
| 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 |
|---|---|---|
| P11 | Expresses the connection between at least two different courses outside the field that contribute to the individual's general culture. | 4 |
| P7 | With a sense of social responsibility, they plan, implement, monitor, and evaluate professional projects, research, and activities for their social environment. | 5 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Interprets the concept of lifelong learning. | P.11.2 | 1 |
| O2 | It appropriately defines fundamental concepts related to social responsibility, problems in the social environment, and ethical principles. | P.7.1 | 1 |
| O3 | They understand the importance of social responsibility projects in solving social problems and explain the project preparation processes. | P.7.2 | 1 |
| O4 | Develops an original professional project proposal that encompasses research, implementation, and monitoring processes, applicable at the local or national level, with the aim of generating solutions to social issues. | P.7.6 | 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 | The Concept of Sustainability and Its Historical Development |
| 2 | The Scientific Basis of Climate Change: The Greenhouse Effect and the Carbon Footprint |
| 3 | Global Environmental Issues: Biodiversity Loss and Pollution |
| 4 | The Climate Crisis and Children: Health, Nutrition, and Safety Risks |
| 5 | The Right to Live in a Healthy Environment in the Context of Children's Rights |
| 6 | Nature-Based Education Models I: Forest Schools |
| 7 | Nature-Based Education Models II: Designs Inspired by Nature |
| 8 | Midterm exam |
| 9 | Environmental Literacy and Ecological Intelligence in Early Childhood |
| 10 | Recycling, Upcycling, and "Loose Parts Play" |
| 11 | Sustainable Nutrition and School Gardening Practices |
| 12 | Eco-Anxiety: The Impact of the Climate Crisis on Children's Psychology |
| 13 | Sustainable Management and Green Campuses in Educational Institutions |
| 14 | Climate Advocacy: Developing Social Responsibility Projects with Children |
| 15 | Creating Sustainable Children's Room and Play Area Designs |
| 16 | Final |
Textbook or Material
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| 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 | 14 | 2 | 28 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 14 | 2 | 28 |
| Midterms | 1 | 12 | 12 |
| Quiz | 0 | 0 | 0 |
| Homework | 0 | 0 | 0 |
| 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 | 12 | 12 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 80 | ||
| Total Work Load / 30 | 2,67 | ||
| Course ECTS Credits: | 3 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P7 | P11 |
|---|---|---|---|
| O1 | It appropriately defines fundamental concepts related to social responsibility, problems in the social environment, and ethical principles. | 5 | - |
| O2 | They understand the importance of social responsibility projects in solving social problems and explain the project preparation processes. | 5 | - |
| O3 | Develops an original professional project proposal that encompasses research, implementation, and monitoring processes, applicable at the local or national level, with the aim of generating solutions to social issues. | 5 | - |
| O4 | Interprets the concept of lifelong learning. | - | 5 |