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 |
|---|---|---|---|---|---|---|---|
| 02410002 | Communication with Children and Family Education | 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. Ayşegül YILDIRIM |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Asst. Prof. Ayşegül YILDIRIM | B-127 | [email protected] | 7687 | Tuesday 10:00-12:00 |
Course Content
Contact, Effective communication techniques with children, Effective communication between the family and the child, Building techniques to communicate effectively with family, Family education, family education program preparation process,
Objectives of the Course
To gain the basic knowledge and skills necessary for effective communication with the child, to have knowledge about the importance and aims of mother and father education, family education models and family participation,
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 | X |
Relationships between Course Learning Outcomes and Program Outcomes
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Program Learning Outcomes | Level |
|---|---|---|
| P3 | Plans and implements activities, programs, and initiatives that support children's developmental needs while considering individual differences; evaluates professional and practice-related problems encountered using an independent analytical and critical approach, and provides solutions. | 4 |
| P4 | Knows the legal regulations concerning children's rights and protection; applies preventive approaches to child neglect and abuse; adheres to social, scientific, cultural, and ethical values in the stages of professional data collection, application, and reporting. | 5 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.). | P.3.1 | 1 |
| O2 | Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles. | P.3.2 | 1 |
| O3 | It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes. | P.3.6 | 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 | Communication and the importance of communication with children |
| 2 | Listening to the child and talking to the child |
| 3 | Empathy in communication with the child and solving the problem of the child |
| 4 | Effective communication between family and child |
| 5 | The place and importance of communication with children in the institution |
| 6 | Communication with children |
| 7 | Communication with children |
| 8 | Midterm Exam |
| 9 | Ailenin tanımı, temel kavramlar |
| 10 | Importance and purpose of family education |
| 11 | Family education programs, family education programs in Turkey and various countries |
| 12 | Teacher family relationship and communication |
| 13 | Factors and factors hindering family participation |
| 14 | Family participation studies in preschool education |
| 15 | Family participation studies in preschool education |
| 16 | Final |
Textbook or Material
| Resources | Yavuzer, H., Child Education Handbook, Remzi Kitabevi , Istanbul, 2007 |
| Yavuzer, H., Child Education Handbook, Remzi Kitabevi , Istanbul, 2007 | |
| Yavuzer, H., Child Education Handbook, Remzi Kitabevi , Istanbul, 2007 | |
| Yavuzer, H., Child Education Handbook, Remzi Kitabevi , Istanbul, 2007 | |
| Yavuzer, H., Child Education Handbook, Remzi Kitabevi , Istanbul, 2007 |
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 | 7 | 98 |
| Midterms | 1 | 10 | 10 |
| 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 | 10 | 10 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 146 | ||
| Total Work Load / 30 | 4,87 | ||
| Course ECTS Credits: | 5 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P3 |
|---|---|---|
| O1 | Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.). | 4 |
| O2 | Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles. | 4 |
| O3 | It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes. | 4 |