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 |
|---|---|---|---|---|---|---|---|
| 02440002 | Applied Education in Private Education Institutions II | 2 | 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
Concepts, skills, play and do education in the skills identified in the academic field, keeping records of his training, retention and generalization of work to do and the graphical representation of records, behavior modification program development and implementation, anecdotal record keeping, anecdotal record of translating the record ABC, keep the records from a determining a student's behavior will be changed, decide to modify the technical application of behavior modification techniques chosen, the application for keeping daily records, writing reports results in application behavior change results in practice.
Objectives of the Course
The aim of this course is to enable students to learn the laws related to special education, to keep anecdote record, to develop a rough assessment form, to use appropriate behavioral change technique by identifying the target behavior, to plan and implement a skill and concept with the help of appropriate tools and tools to develop their plans.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | X |
| 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 |
|---|---|---|
| P | 4 | |
| 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. | 4 |
| P6 | Effectively and efficiently uses current information technologies (software, programs, animation, etc.) in academic and professional processes related to the field of child development. | 5 |
| P | 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 | It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes. | P.3.6 | 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 | Examines the Weekly course schedule of the class by taking the student list, annual and unit plans and puts them in the application file |
| 2 | How would I do the plan of two different classes if it were me?"thinking in the form of and writing the shape of the application file put. |
| 3 | In accordance with the requirements of the students, ""at least two students"for "all development areas"fill in the rough evaluation forms. |
| 4 | Prepares the behavior change program by following the steps in the program preparation directive for the behavior it determines. |
| 5 | Collects student start-up level data about the behavior that it determines and processes the graph. |
| 6 | By applying the behavior change program prepared, it records and processes the results of the application every day. |
| 7 | By applying the behavior change program prepared, it records and processes the results of the application every day. |
| 8 | MIDTERM EXAM |
| 9 | By applying the behavior change program prepared, it records and processes the results of the application every day. |
| 10 | To determine the level of performance of the student before teaching social skills determined by the start level data collects and processes the graph. |
| 11 | He / she applies his / her individual teaching program for skill and records his / her teaching results every day. |
| 12 | Presentation of Applied change programs. |
| 13 | Presentation of Applied change programs. |
| 14 | Presentation of Applied change programs. |
| 15 | Presentation of Applied change programs. |
| 16 | FINAL EXAM |
Textbook or Material
| Resources | Self-replicating. M. M. (2005) behavior change in classroom (applied behavior analysis). Ankara: root publishing |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Practice | 1 | 60 (%) |
| Field Study | - | - |
| Course Specific Internship (If Any) | - | - |
| Homework | - | - |
| Presentation | - | - |
| Projects | - | - |
| Seminar | - | - |
| Quiz | - | - |
| Listening | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | - | - |
| Total | 100 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 14 | 9 | 126 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 14 | 3 | 42 |
| Midterms | 1 | 8 | 8 |
| Quiz | 0 | 0 | 0 |
| Homework | 4 | 4 | 16 |
| Practice | 14 | 3 | 42 |
| 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: | 234 | ||
| Total Work Load / 30 | 7,80 | ||
| Course ECTS Credits: | 8 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P3 |
|---|---|---|
| O1 | Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.). | - |
| O2 | Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles. | - |
| 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. | - |
| 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. | - |
| 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. | - |
| O6 | It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes. | - |