Child Development

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
02430003	Departmental Elective IV	2	Autumn	3	0+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	Lect. Ayşegül YILDIRIM
Instructor(s)	Asst. Prof. Ayşegül YILDIRIM
Instructor Assistant(s)	-

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
P		4
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	7
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	7
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	7
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	It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes.	P.3.6	7
O7	Defines the fundamental theories in the field of child development and education (Piaget, Vygotsky, Erikson, etc.), developmental principles, and educational approaches.	P.8.1	7
O8	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	7
O9	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
O10	During the application, it analyzes the observed child behaviors by breaking them down into parts (establishing cause-and-effect relationships) in light of its theoretical knowledge.	P.8.4	7
O11	Critically evaluates the extent to which an implemented educational practice or intervention program is consistent with child development theories and scientific standards.	P.8.5	7
O12	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	Students apply the information they learn at school in institutions for 160 hours in 20 working days.

Resources	Baykoç, Necate (2015). Özel Eğitim II. Ankara: Eğiten Kitap
	Köksal Akyol, A.(2015).Okul Öncesi Eğitim Programları. Hedef Yayınları: Ankara

In-Term Studies	Quantity	Percentage
Practice	1	100 (%)
Field Study	-	-
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Seminar	-	-
Quiz	-	-
Listening	-	-
Midterms	-	-
Final Exam	-	-
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	0	0	0
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	0	0	0
Midterms	0	0	0
Quiz	0	0	0
Homework	0	0	0
Practice	20	8	160
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:			160
Total Work Load / 30			5,33
Course ECTS Credits:			5

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

#	Learning Outcomes	P3	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	It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes.	5	-
O7	Defines the fundamental theories in the field of child development and education (Piaget, Vygotsky, Erikson, etc.), developmental principles, and educational approaches.	-	5
O8	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
O9	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
O10	During the application, it analyzes the observed child behaviors by breaking them down into parts (establishing cause-and-effect relationships) in light of its theoretical knowledge.	-	5
O11	Critically evaluates the extent to which an implemented educational practice or intervention program is consistent with child development theories and scientific standards.	-	5
O12	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