Child Development

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
02420001	Child Development II	1	Spring	2	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)	Lect. Umutcan GÖREN
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Lect. Umutcan GÖREN	B-129	[email protected]	7439	Tuesday 10:00-12:00

Basic Vocational Courses	X
Specialization / Field Courses
Support Courses
Transferable Skills Courses	X
Humanities, Communication and Management Skills Courses

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
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.	5
P8	Transfers the theoretical and theoretical knowledge gained in the field of child development and education into practice in the field.	5

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	Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).	P.3.1	1
O5	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
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
O7	He/she explains the theoretical knowledge he/she has acquired by classifying it according to children's age groups, individual differences, and developmental characteristics, providing justifications.	P.8.2	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Introduction to Personality Development
2	Factors Affecting Personality Development and Self-Development
3	Personality Development Theories - I
4	Personality Development Theories - II
5	Introduction to Social Development
6	Socialization Characteristics in Children
7	Social Development Theories and Socio-Economic Effects
8	Midterm Exam
9	Introduction to Emotional Development
10	The Role of Family-School in Emotional Development and Attachment
11	Introduction to Moral Development
12	Moral Development Theories
13	Introduction to Sexual Development
14	Sexual Development Theories and Adolescence
15	Sexual Education and Parental Approaches
16	Final Exam

Resources	Child Development, Prof. Dr. Neriman ARAL and Prof. Dr. Z. Fulya TEMEL, Hedef CS Publishing, 2024.
	Theories of Development, Assoc. Prof. Dr. Özcan DOĞAN, Hedef CS Publishing, 2024

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 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	2	28
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	7	14	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

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Learning Outcomes	P1	P3	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	4	-
O4	Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).	5	-	3
O5	Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles.	-	4	-
O6	Defines the fundamental theories in the field of child development and education (Piaget, Vygotsky, Erikson, etc.), developmental principles, and educational approaches.	4	-	5
O7	He/she explains the theoretical knowledge he/she has acquired by classifying it according to children's age groups, individual differences, and developmental characteristics, providing justifications.	-	-	5