Child Development

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
02441001	Early Childhood Guidance Services	2	Spring	4	2+0+0	3	3

Course Type	Elective
Course Cycle	Associate (Short Cycle) (TQF-HE: Level 5 / QF-EHEA: Short Cycle / EQF-LLL: Level 5)
Course Language	Turkish
Methods and Techniques	Presentation
Mode of Delivery	Face to Face
Prerequisites	No
Coordinator	-
Instructor(s)	Asst. Prof. Emine ARSLAN KILIÇOĞLU
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Asst. Prof. Emine ARSLAN KILIÇOĞLU	B-129	[email protected]	7682

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

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.	4
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.	4
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

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	Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).	P.3.1	1
O4	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
O5	Explains the role, responsibilities, and areas of contribution of the child development specialist in multidisciplinary teams (doctor, psychologist, social worker, etc.).	P.5.2	1
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	1
O7	In solving complex problems encountered in the field of application, it analyzes information from different disciplines and distinguishes the responsibilities that fall within its own field for solving the problem.	P.5.4	1
O8	When faced with a complex developmental case or issue, the team members critically evaluate the different solution proposals presented from a child development perspective.	P.5.5	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Course introduction review of course syllabus
2	Guidance services during the education process?Guidance services according to education levels
3	Guidance services in schools
4	Individual recognition and techniques
5	Recognition in pre-school education
6	Adapting to school and environment
7	Educational Development
8	Midterm exam
9	Self-Acceptance
10	Interpersonal Relations
11	Family and society
12	Safe and healthy life
13	Safe and healthy life
14	Sharing sample applications
15	Sharing sample applications
16	final exam

Resources	Yeşilyaprak, B. (2005).Guidance Services In Education. 12. Nobel Yay
	Yeşilyaprak, B. (2005).Guidance Services In Education. 12. Nobel Yay
	Yeşilyaprak, B. (2005).Guidance Services In Education. 12. Nobel Yay
	Yeşilyaprak, B. (2005).Guidance Services In Education. 12. Nobel Yay
	Yeşilyaprak, B. (2005).Guidance Services In Education. 12. Nobel Yay
	Yeşilyaprak, B. (2005).Guidance Services In Education. 12. Nobel Yay

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	2	28
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	2	28
Midterms	1	12	12
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	12	12
Other	0	0	0
Total Work Load:			80
Total Work Load / 30			2,67
Course ECTS Credits:			3

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

#	Learning Outcomes	P1	P3	P5
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	Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).	-	5	-
O4	Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles.	-	5	4
O5	Explains the role, responsibilities, and areas of contribution of the child development specialist in multidisciplinary teams (doctor, psychologist, social worker, etc.).	-	-	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	In solving complex problems encountered in the field of application, it analyzes information from different disciplines and distinguishes the responsibilities that fall within its own field for solving the problem.	-	-	5
O8	When faced with a complex developmental case or issue, the team members critically evaluate the different solution proposals presented from a child development perspective.	-	-	5