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 |
|---|---|---|---|---|---|---|---|
| 02440003 | Children's Recognition Techniques | 2 | Spring | 4 | 2+0+0 | 2 | 2 |
| 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 | Sunum |
| Mode of Delivery | Face to Face |
| Prerequisites | Yok |
| Coordinator | - |
| Instructor(s) | Lect. Umutcan GÖREN |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Lect. Umutcan GÖREN | B-129 | [email protected] | 7439 | Monday 14:00-15:40 |
Course Content
Bireyi tanımanın amacı ve önemi, Farklı boyutlarıyla çocukları tanıma, Çocukları tanıma ilkeleri, Tanı ve değerlendirmede etkili olan etmenler, Gözlem, Görüşme ve Anket, Testler, Ev Ziyaretleri, Çocukları resim yoluyla tanıma, Okul öncesi dönemde tutulması gereken toplu dosya, Çocuğu tanıma tekniklerinin amacına ve çocuğun gelişim seviyesine uygun teknikleri seçme ve uygulama, Çocuğu tanıma tekniklerinin amacına ve çocuğun gelişim seviyesine uygun teknikleri seçme ve uygulama
Objectives of the Course
Basic information about methods and techniques of recognition and evaluation of children is to gain skills related to developmental evaluation with standard and non-standard techniques appropriate to developmental characteristics of children.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | |
| 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 |
|---|---|---|
| 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. | 5 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | It defines the fundamental developmental stages (cognitive, language, motor, social-emotional) of children exhibiting typical and atypical development, along with the characteristic features associated with these stages. | P.1.1 | 1 |
| O2 | It explains the potential developmental problems that may be seen in children at risk or with chronic illnesses and the effects of these problems on the developmental process. | P.1.2 | 1 |
| O3 | Using the developmental knowledge acquired in theoretical courses, they identify the current developmental status of children in different age groups (typical/atypical) in the field using appropriate observation tools. | P.1.3 | 1 |
| O4 | It analyzes the fundamental differences and deviations by comparing the developmental data of a child showing normal development with that of a child at developmental risk or a child with a medical condition. | P.1.4 | 1 |
| O5 | 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 |
| O6 | 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 |
| 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 | 1 |
| 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 | 1 |
| O9 | 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 | 1 |
| ** 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 | The Importance of Assessment in 0-18 Years Child Development and Basic Principles |
| 2 | The Function of the Family in Recognizing and Assessing the Child (Home Visits and Family Interviews) |
| 3 | Developmental Portfolios and Alternative Assessment Methods |
| 4 | Recognizing the Child Through Play and Observation Techniques |
| 5 | Art in the Child's Life and Assessment of Artistic Activities |
| 6 | Psychodrama and Sociodrama Techniques |
| 7 | Self-Report Techniques (Interviews, Questionnaires, Wish Lists, etc.) |
| 8 | Midterm exam |
| 9 | Standardized and Non-Standardized Tests Used in Child Assessment |
| 10 | Factors Affecting Diagnosis and Assessment, and Ethical Principles |
| 11 | Recognizing Children Through Drawings: Theoretical Background and Interpretation |
| 12 | Recognizing Children Through Drawings: Sample Examinations and Analytical Applications |
| 13 | Selection of Child Assessment Techniques Appropriate for the Purpose and Developmental Level |
| 14 | Field Application of Selected Techniques and Reporting of Data |
| 15 | End-of-Term General Evaluation Through Case Studies |
| 16 | Final Exam |
Textbook or Material
| Resources | Akay, R. (2022). [Techniques for understanding the child (0-18 years developmental approach)]. Efe Akademi. |
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) | 5 | 5 | 25 |
| Midterms | 1 | 8 | 8 |
| Quiz | 0 | 0 | 0 |
| Homework | 0 | 0 | 0 |
| Practice | 0 | 0 | 0 |
| 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 | 8 | 8 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 69 | ||
| Total Work Load / 30 | 2,30 | ||
| Course ECTS Credits: | 2 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P8 |
|---|---|---|---|
| O1 | It defines the fundamental developmental stages (cognitive, language, motor, social-emotional) of children exhibiting typical and atypical development, along with the characteristic features associated with these stages. | 5 | - |
| O2 | It explains the potential developmental problems that may be seen in children at risk or with chronic illnesses and the effects of these problems on the developmental process. | 5 | - |
| O3 | Using the developmental knowledge acquired in theoretical courses, they identify the current developmental status of children in different age groups (typical/atypical) in the field using appropriate observation tools. | 5 | 5 |
| O4 | It analyzes the fundamental differences and deviations by comparing the developmental data of a child showing normal development with that of a child at developmental risk or a child with a medical condition. | 5 | 5 |
| O5 | 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 |
| O6 | 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 |
| O7 | Defines the fundamental theories in the field of child development and education (Piaget, Vygotsky, Erikson, etc.), developmental principles, and educational approaches. | 3 | - |
| 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. | 3 | - |
| O9 | 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. | - | 3 |