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 |
|---|---|---|---|---|---|---|---|
| 02421007 | Origami | 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 | Presentation |
| Mode of Delivery | Face to Face |
| Prerequisites | No |
| Coordinator | - |
| Instructor(s) | Asst. Prof. Canan KELEŞ ERTÜRK |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Asst. Prof. Canan KELEŞ ERTÜRK | B-127 | [email protected] | 7686 | Friday |
Course Content
Origaminin tarihsel gelişimi ve genel özellikleri. Origaminin gelişimsel ve eğitsel katkıları. Origaminin davranışsal, sosyal, duygusal, psiko-motor ve dil gelişimi ve matematik eğitimine katkıları. Origami çeşitleri ile temel katlama teknikleri. Bazı bitki, eşya, hayvan figürleri ile geometrik şekillerin katlanarak yapılması.
Objectives of the Course
It aims to support the development of children's visual and mathematical intelligence, the development of behavior management skills, and the development of problem solving skills.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | |
| Specialization / Field Courses | |
| Support Courses | X |
| 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 |
| P8 | Transfers the theoretical and theoretical knowledge gained in the field of child development and education into practice in the field. | 4 |
| P11 | Expresses the connection between at least two different courses outside the field that contribute to the individual's general culture. | 4 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | 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 | 1,7 |
| O2 | Develops a unique intervention plan or activity outline that combines theoretical and practical knowledge to support the development of children with different developmental issues (typical, atypical, or at-risk). | P.1.6 | 1,7 |
| O3 | The theoretical approaches and developmental theories learned are transformed into concrete applications in a real or simulated educational environment (play activities, daily routines, etc.). | P.8.3 | 1,7 |
| O4 | It compares national and international values in the field of art and design. | P.11.3 | 1,7 |
| ** 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 | Course Introduction |
| 2 | Historical development and general characteristics of origami |
| 3 | Developmental and educational contributions of origami. Contribution of origami to behavioral, social, emotional, psycho-motor and language development |
| 4 | Basic folding techniques with varieties of origami |
| 5 | Thematic Application |
| 6 | Thematic Application |
| 7 | Midterm |
| 8 | Thematic Application |
| 9 | Thematic Application |
| 10 | The folding of some plant, goods, animal figures |
| 11 | The folding of some plant, goods, animal figures |
| 12 | The folding of some plant, goods, animal figures |
| 13 | Making geometric shapes and objects by folding |
| 14 | final examination |
Textbook or Material
| Resources | Matroll, J. A Plethora of Polyhedra in Origami. Dover Publications Kawamura, M. Polyhedron Origami for Beginners |
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 | 1 | 16 | 16 |
| Laboratory | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Workshop | 0 | 0 | 0 |
| Presentation/Seminar Preparation | 0 | 0 | 0 |
| Fieldwork | 0 | 0 | 0 |
| Final Exam | 0 | 0 | 0 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 84 | ||
| Total Work Load / 30 | 2,80 | ||
| Course ECTS Credits: | 3 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P8 | P11 |
|---|---|---|---|---|
| O1 | 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 | - | - |
| O2 | Develops a unique intervention plan or activity outline that combines theoretical and practical knowledge to support the development of children with different developmental issues (typical, atypical, or at-risk). | 5 | - | - |
| O3 | The theoretical approaches and developmental theories learned are transformed into concrete applications in a real or simulated educational environment (play activities, daily routines, etc.). | - | 4 | - |
| O4 | It compares national and international values in the field of art and design. | - | - | 4 |