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 |
|---|---|---|---|---|---|---|---|
| 02440001 | Applied Education in Pre-School Education Institutions II | 2023 | Spring | 4 | 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) | - |
| Instructor Assistant(s) | - |
Course Content
In early childhood, formal-private preschool education institutions, annual, daily plan preparation and evaluation, arrangement of educational environments in terms of equipment and materials, family participation activities and arranging home visits, evaluation of child development, teacher self assessment, unwanted behaviors and applications for these behaviors.
Objectives of the Course
In the early childhood period, formal and private preschool education institutions, teacher candidates in lessons gained knowledge and skills in a real preschool education environment, under the guidance of experienced teachers in the field, working together and cooperating, recognizing children and communicating, making plans appropriate to children's developmental characteristics, preparing educational environment and making activities through the application of Teaching experience.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | |
| Transferable Skills Courses | |
| 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 |
|---|---|---|
| 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 |
Course Learning Outcomes
| 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 | |||
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | General observation, classroom and children's observation for the new term. |
| 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 Preschool Children in Monthly and Daily Education Plans |
| 14 | Reviewing the Development and Learning Monitoring Form for Preschool Children |
| 15 | Reviewing the Development Report for Preschool Children |
| 16 | Final exam |
Textbook or Material
| Resources | MINISTRY. Instruction On Teacher Training For Preschool Education Institutions. (http://mevzuat.meb.gov.tr/html/956.html) |
| MINISTRY. Instruction On Teacher Training For Preschool Education Institutions. (http://mevzuat.meb.gov.tr/html/956.html) | |
| MINISTRY. Instruction On Teacher Training For Preschool Education Institutions. (http://mevzuat.meb.gov.tr/html/956.html) | |
| MINISTRY. Instruction On Teacher Training For Preschool Education Institutions. (http://mevzuat.meb.gov.tr/html/956.html) |
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 | 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 | ||
Course - Learning Outcomes Matrix
| 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 |