Child Development

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
02430001	Applied Education in Pre-School Education Institutions I	2023	Autumn	3	1+8+0	8	8

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)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Asst. Prof. Ayşegül YILDIRIM	B-130	[email protected]	7687	Tuesday 14:00-16:00

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

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.	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.	5

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	They implement activities designed with developmental characteristics in mind for groups of children with different physical, cognitive, or social characteristics in the application environment.	P.3.3	1
O4	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	7
O5	Critically evaluates the effectiveness of applied developmental programs or encountered solutions within the framework of children's individual developmental outcomes and professional ethical standards.	P.3.5	7
O6	Prepares field-specific observation reports, developmental assessments, and case presentations in a clear manner, adhering to written and verbal communication rules.	P.5.3	7
O7	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	7
O8	Based on theoretical knowledge, they prepare and implement an original and evidence-based application plan or training strategy aimed at supporting a specific developmental area (social-emotional, cognitive, etc.).	P.8.6	7
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Introduction, general observation, reviewing plans, observing the teacher's classroom activity, and selection of the student to be observed.
2	Music Event Planning and Implementation
3	Game Activity Planning and Implementation
4	Drama Activity Planning and Implementation
5	Planning and Implementing Math Activities
6	Art Event Planning and Implementation
7	Planning and Implementing Early Literacy Activities
8	Midterm Exam
9	Mobility Activity Planning and Implementation
10	Science Activity Planning and Implementation
11	Planning and Implementing Turkish Language Activities
12	Planning and Implementing Out-of-School Learning Activities
13	Evaluating the Preschool Child in the Monthly and Daily Education Plan
14	Reviewing the Development and Learning Monitoring Form for Preschool Children
15	Reviewing the Development Report for Preschool Children
16	Final

Resources	Yök/World Bank. Faculty-School Cooperation (1998).National Education Development Project pre-service teacher training, Ankara.
	Yök/World Bank. Faculty-School Cooperation (1998).National Education Development Project pre-service teacher training, Ankara.

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	1	14
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	5	70
Midterms	1	8	8
Quiz	0	0	0
Homework	0	0	0
Practice	14	8	112
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	48	48
Other	0	0	0
Total Work Load:			252
Total Work Load / 30			8,40
Course ECTS Credits:			8

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

#	Learning Outcomes	P3	P5	P8
O1	Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).	5	-	-
O2	Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles.	5	-	-
O3	They implement activities designed with developmental characteristics in mind for groups of children with different physical, cognitive, or social characteristics in the application environment.	5	-	-
O4	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	-	-
O5	Critically evaluates the effectiveness of applied developmental programs or encountered solutions within the framework of children's individual developmental outcomes and professional ethical standards.	5	-	-
O6	Prepares field-specific observation reports, developmental assessments, and case presentations in a clear manner, adhering to written and verbal communication rules.	-	5	-
O7	The theoretical approaches and developmental theories learned are transformed into concrete applications in a real or simulated educational environment (play activities, daily routines, etc.).	-	-	5
O8	Based on theoretical knowledge, they prepare and implement an original and evidence-based application plan or training strategy aimed at supporting a specific developmental area (social-emotional, cognitive, etc.).	-	-	5