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 |
|---|---|---|---|---|---|---|---|
| 02410001 | Child Development I | 1 | Autumn | 1 | 2+0+0 | 5 | 5 |
| Course Type | Compulsory |
| Course Cycle | Associate (Short Cycle) (TQF-HE: Level 5 / QF-EHEA: Short Cycle / EQF-LLL: Level 5) |
| Course Language | Turkish |
| Methods and Techniques | - |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| 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 | Thursday 12:30-14:30 |
Course Content
What Evolution, Development periods and age (in months) separation, The basic principles of development, According to learn the physical and psychological changes in children's development period
Objectives of the Course
Beginning with the basic concepts in Child Development, Development before birth, development during infancy, To inform about the basic subjects and concepts related to Early Childhood Development, Development in school period and development in adolescence, to emphasize the role of Child Development technician in the field and to create professional awareness for team work.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | |
| Support Courses | |
| Transferable Skills Courses | X |
| 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 | Possesses fundamental, up-to-date, theoretical, and practical professional knowledge covering the developmental stages, general characteristics, and potential developmental issues of typical, atypical, at-risk, and sick children. | 5 |
| P5 | Expresses thoughts about the field's knowledge and skills clearly and understandably through verbal and written communication; takes responsibility as a multidisciplinary team member in solving unforeseen complex problems in practice. | 5 |
| P8 | Transfers the theoretical and theoretical knowledge gained in the field of child development and education into practice in the field. | 4 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | It defines the fundamental developmental stages (cognitive, language, motor, social-emotional) of children exhibiting typical and atypical development, along with the characteristic features associated with these stages. | P.1.1 | 1 |
| O2 | It explains the potential developmental problems that may be seen in children at risk or with chronic illnesses and the effects of these problems on the developmental process. | P.1.2 | 1 |
| O3 | Using the developmental knowledge acquired in theoretical courses, they identify the current developmental status of children in different age groups (typical/atypical) in the field using appropriate observation tools. | P.1.3 | 1 |
| O4 | Lists the basic information technologies used in child development and education processes (educational software, digital observation forms, animation tools, etc.) and their functions. | P.6.1 | 1 |
| O5 | Explains the role and effectiveness of different IT tools (simulations, interactive games, etc.) in supporting children's developmental areas with examples. | P.6.2 | 1 |
| O6 | Defines the fundamental theories in the field of child development and education (Piaget, Vygotsky, Erikson, etc.), developmental principles, and educational approaches. | P.8.1 | 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 | Basic concepts related to development |
| 2 | Principles Of Development |
| 3 | Development periods and development tasks |
| 4 | Factors affecting development |
| 5 | Factors affecting development |
| 6 | Physical Development |
| 7 | Physical Development |
| 8 | midterm exam |
| 9 | Psycho-motor development |
| 10 | Psycho-motor development |
| 11 | Cognitive development |
| 12 | Cognitive development |
| 13 | According to Piaget, mental development |
| 14 | Cognitive and language development theory of vygotsky |
| 15 | Cognitive and language development theory of vygotsky |
| 16 | final exam |
Textbook or Material
| Resources | Development learning and Prof. Dr. Nuray Senemoğlu Gazi Kitabevi 2001 |
| Development learning and Prof. Dr. Nuray Senemoğlu Gazi Kitabevi 2001 | |
| Development learning and Prof. Dr. Nuray Senemoğlu Gazi Kitabevi 2001 | |
| Development learning and Prof. Dr. Nuray Senemoğlu Gazi Kitabevi 2001 |
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 | 6 | 84 |
| Midterms | 1 | 20 | 20 |
| 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 | 20 | 20 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 152 | ||
| Total Work Load / 30 | 5,07 | ||
| Course ECTS Credits: | 5 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P6 | P8 |
|---|---|---|---|---|
| O1 | It defines the fundamental developmental stages (cognitive, language, motor, social-emotional) of children exhibiting typical and atypical development, along with the characteristic features associated with these stages. | 5 | - | - |
| O2 | It explains the potential developmental problems that may be seen in children at risk or with chronic illnesses and the effects of these problems on the developmental process. | 5 | - | - |
| O3 | Using the developmental knowledge acquired in theoretical courses, they identify the current developmental status of children in different age groups (typical/atypical) in the field using appropriate observation tools. | 5 | - | - |
| O4 | Lists the basic information technologies used in child development and education processes (educational software, digital observation forms, animation tools, etc.) and their functions. | - | - | - |
| O5 | Explains the role and effectiveness of different IT tools (simulations, interactive games, etc.) in supporting children's developmental areas with examples. | - | - | - |
| O6 | Defines the fundamental theories in the field of child development and education (Piaget, Vygotsky, Erikson, etc.), developmental principles, and educational approaches. | - | - | - |