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 |
|---|---|---|---|---|---|---|---|
| 02421002 | Behavior Problems in Children | 1 | Spring | 2 | 2+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 | - |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | - |
| Instructor(s) | Lect. Umutcan GÖREN |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Lect. Umutcan GÖREN | B-129 | [email protected] | 7439 |
Course Content
This course includes the definition of behavior management concepts, behavior problems in the classroom, different theoretical approaches to behavior management and behavior change process.
Objectives of the Course
The aim of this course is to enable students to gain knowledge and skills about behavior management in children. In addition, to provide students with the ability to learn and apply behavior management techniques. Prepare teacher trainees to understand children with behavioral and adaptation problems and to deal with such behaviors in the classroom.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | |
| Transferable Skills Courses | X |
| 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 |
|---|---|---|
| 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 |
| 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 |
| P8 | Transfers the theoretical and theoretical knowledge gained in the field of child development and education into practice in the field. | 5 |
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 | Evaluates the current developmental needs of children with atypical development or hospitalized children with a critical perspective, guided by current literature and professional ethical principles. | P.1.5 | 1 |
| O5 | Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.). | P.3.1 | 1 |
| O6 | During professional practice, breaks down a problem encountered (e.g., lack of materials, behavior management) into its components and identifies the source of the problem using an analytical approach. | P.3.4 | 1 |
| O7 | Explains the role, responsibilities, and areas of contribution of the child development specialist in multidisciplinary teams (doctor, psychologist, social worker, etc.). | P.5.2 | 1 |
| O8 | In a child-centered case study or application example, evaluates/critiques the attitudes of stakeholders (family, school, community) and the decisions made within the framework of professional ethical codes and legal regulations. | P.4.5 | 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 | Definition of Behavior and Its Importance |
| 2 | Basic Concepts Related to Behavior and Behavioral Problems |
| 3 | Classification of Behavioral Problems |
| 4 | Causes of Behavioral Problems |
| 5 | Behavioral Disorders |
| 6 | Habit Disorders |
| 7 | Emotional Disorders |
| 8 | Midterm Exam |
| 9 | Behavior Management |
| 10 | Defining and Evaluating Behavior |
| 11 | Behavior Management |
| 12 | Interventions - I |
| 13 | Interventions - II |
| 14 | Case Examples - Causes and Evaluation - I |
| 15 | ase Examples - Interventions - II |
| 16 | Final Exam |
Textbook or Material
| Resources | Behavioral Patterns and Disorders in Early Childhood, Dr. Özlem YILMAZ DEMİREL, Assistant Professor; Dr. Elif YILMAZ, Assistant Professor, 2022, Eğiten Kitap |
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) | 7 | 7 | 49 |
| 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: | 97 | ||
| Total Work Load / 30 | 3,23 | ||
| Course ECTS Credits: | 3 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P3 | P4 | P5 |
|---|---|---|---|---|---|
| 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 | 5 | - | 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 | - | - | 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 | Evaluates the current developmental needs of children with atypical development or hospitalized children with a critical perspective, guided by current literature and professional ethical principles. | 5 | 5 | 5 | 5 |
| O5 | Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.). | - | 5 | - | - |
| O6 | During professional practice, breaks down a problem encountered (e.g., lack of materials, behavior management) into its components and identifies the source of the problem using an analytical approach. | - | 5 | - | - |
| O7 | In a child-centered case study or application example, evaluates/critiques the attitudes of stakeholders (family, school, community) and the decisions made within the framework of professional ethical codes and legal regulations. | - | - | 5 | - |
| O8 | Explains the role, responsibilities, and areas of contribution of the child development specialist in multidisciplinary teams (doctor, psychologist, social worker, etc.). | - | - | - | 5 |