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Child Development

Program Qualifications
Programme Educational Objectives (PEOs) are the those describing what the graduates are expected to attain or achieve in their academic and/or professional life after a few years of graduation. In this context, Programme Educational Objectives defined for this programme are as follows:

(Please click on the buttons below to reach the PLOs as “Conjoined” or as “Classified” under the “Knowledge”, “Skills” and “Competencies”.)
(Below, PLOs are shown as key and sub- learning outcomes.)
(In order to see the Sub-Programme Learning Outcomes (SPLOs) affiliated to Key Programme Learning Outcomes (KPLOs), please press + sign.)
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.
P.1.1) 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.1.2) 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.1.3) 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.1.4) 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.1.5) 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.1.6) 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).
P2) Designs educational materials appropriate to children's developmental needs and interests, follows current developments and practices in the field, and uses these materials effectively in different learning environments.
P.2.1) It defines the types of educational materials used in child development and the fundamental principles that should be considered in the design of these materials.
P.2.2) Explains the relationship between the needs of children at different developmental stages (cognitive, language, motor, etc.) and the selected materials.
P.2.3) Designs original educational materials to support a specific area of development identified based on children's interests and needs.
P.2.4) It compares current practices and new generation materials in the field in terms of the opportunities and limitations offered by different learning environments (preschool institutions, hospitals, play centers, etc.).
P.2.5) Evaluates the effectiveness and safety of prepared or existing materials on children with a critical eye, within the framework of current professional standards.
P.2.6) Develops multifunctional and innovative teaching materials that cater to multiple areas of development, suitable for different learning environments and inclusive education models.
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.
P.3.1) Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).
P.3.2) Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles.
P.3.3) 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.3.4) 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.3.5) 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.3.6) It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes.
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.
P.4.1) It defines the fundamental legal framework for children's rights, their protection, and the prevention of neglect and abuse at the national level (Constitution, Child Protection Law, etc.) and international level (UN Convention on the Rights of the Child).
P.4.2) Explains the types, signs, and risk factors of child neglect and abuse, relating them to legal and social protection mechanisms.
P.4.3) Applies preventive intervention programs and reporting procedures developed for child neglect and abuse to case examples or actual cases, observing ethical principles.
P.4.4) It analyzes situations where social, scientific, and cultural values encountered in professional data collection and application processes conflict with children's rights.
P.4.5) In a child-centered case study or application example, evaluates/critiques the attitudes of stakeholders (family, school, community) and the decisions made within the framework of professional ethical codes and legal regulations.
P.4.6) While adhering to social and ethical values, it develops an original preventive service model or social responsibility project based on scientific data aimed at protecting children's rights and raising awareness.
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.
P.5.1) Defines professional terms and communication techniques used in the field of child development for use in verbal and written expression processes.
P.5.2) Explains the role, responsibilities, and areas of contribution of the child development specialist in multidisciplinary teams (doctor, psychologist, social worker, etc.).
P.5.3) Prepares field-specific observation reports, developmental assessments, and case presentations in a clear manner, adhering to written and verbal communication rules.
P.5.4) 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.5.5) 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.5.6) It creates a unique and holistic intervention strategy for solving unforeseen or complex professional problems, working in coordination with other experts as part of a multidisciplinary team.
P6) Effectively and efficiently uses current information technologies (software, programs, animation, etc.) in academic and professional processes related to the field of child development.
P.6.1) Lists the basic information technologies used in child development and education processes (educational software, digital observation forms, animation tools, etc.) and their functions.
P.6.2) Explains the role and effectiveness of different IT tools (simulations, interactive games, etc.) in supporting children's developmental areas with examples.
P.6.3) Effectively uses appropriate software and programs (Office programs, data entry tools, etc.) during the collection, analysis, or presentation of data in professional processes.
P.6.4) It analyzes children's digital content and animations available on the market comparatively in terms of pedagogical suitability, appeal to the target audience, and technical adequacy.
P.6.5) Critically evaluates the effectiveness of the selected information technology for a specific developmental gain, based on ethical use principles and child health criteria (such as screen time).
P.6.6) Designs original educational materials, digital stories, or animated content for child development using current information technology tools and design principles.
P7) With a sense of social responsibility, they plan, implement, monitor, and evaluate professional projects, research, and activities for their social environment.
P.7.1) It appropriately defines fundamental concepts related to social responsibility, problems in the social environment, and ethical principles.
P.7.2) They understand the importance of social responsibility projects in solving social problems and explain the project preparation processes.
P.7.3) Conducts a child development-focused activity or small-scale research identified to address a social need in the field, using appropriate methods and techniques.
P.7.4) It analyzes the difficulties encountered during the implementation process of a social project or research and their reflections on the social environment by breaking them down into their components.
P.7.5) It critically evaluates the results of planned and implemented social responsibility projects in terms of the contribution they provide to the target audience, resource efficiency, and level of social impact.
P.7.6) Develops an original professional project proposal that encompasses research, implementation, and monitoring processes, applicable at the local or national level, with the aim of generating solutions to social issues.
P8) Transfers the theoretical and theoretical knowledge gained in the field of child development and education into practice in the field.
P.8.1) Defines the fundamental theories in the field of child development and education (Piaget, Vygotsky, Erikson, etc.), developmental principles, and educational approaches.
P.8.2) 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.8.3) 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.8.4) 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.8.5) Critically evaluates the extent to which an implemented educational practice or intervention program is consistent with child development theories and scientific standards.
P.8.6) 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.).
P9) Uses Turkish effectively and in accordance with its rules, and follows national and international literature related to her/his field.
P.9.1) Expresses Turkish correctly and effectively.
P.9.2) It explains the importance of using Turkish correctly and effectively, and keeping up with innovations in the national and international literature related to the field.
P.9.3) Prepares assignments by researching national and international literature related to the field, using Turkish appropriately and effectively.
P.9.4) Ability to find common points in national and international literature related to the field.
P.9.5) Ability to produce unique ideas by using information in national and international literature related to the field.
P.9.6) Ability to evaluate the currency and reliability of sources in national and international literature related to the field.
P10) Continuously improves professional knowledge and skills by participating in in-house, national and international training/lessons.
P.10.1) Explains the importance of continuously developing professional knowledge and skills by participating in internal, national, and international training programs/courses.
P.10.2) They understand the importance of continuously developing their professional knowledge and skills by participating in internal, national, and international training programs/courses.
P.10.3) By participating in internal, national, and international training programs/courses, they adapt their professional knowledge and skills to new situations.
P.10.4) Analyzes the importance of continuously developing professional knowledge and skills by participating in internal, national, and international training programs/courses.
P.10.5) Kurum içi, ulusal ve uluslararası eğitimlere/derslere katılarak, mesleki bilgi ve becerilerini sürekli olarak geliştirmeye yönelik aktiviteleri tasarlar.
P.10.6) It makes recommendations regarding the importance of continuously developing professional knowledge and skills by participating in internal, national, and international training programs/courses.
P11) Expresses the connection between at least two different courses outside the field that contribute to the individual's general culture.
P.11.1) It finds the difference between different disciplines.
P.11.2) Interprets the concept of lifelong learning.
P.11.3) It compares national and international values in the field of art and design.
P.11.4) Organizes collaboration with different disciplines.
P.11.5) Explains topics related to lifelong learning.
P.11.6) It designs innovative applications based on current approaches.
P12) They keep up with the international literature in their field and communicate with colleagues using a foreign language (in accordance with the minimum standards of the European Language Portfolio).
P.12.1) Defines the basic professional terms, concepts, and academic phrases commonly used in the relevant field in the target language.
P.12.2) Explains the main ideas and key arguments of simple and intermediate-level texts related to the field, written in accordance with the standards of the European Language Portfolio (such as A2/B1 levels).
P.12.3) Can introduce oneself in social settings, ask questions about personal information, and provide answers.
P.12.4) Can describe their own background, immediate surroundings, and events in simple terms, both in writing and orally.
P.12.5) The ability to fill out simple forms encountered in daily life and create short, simple notes.
P.12.6) Can read short and simple texts and understand simple content in written materials such as advertisements and posters.
P13) Career management outlines the process from the Ottoman Empire to the Republic of Turkey in line with lifelong learning principles and determines its position within world history.
P.13.1) It outlines the political and social structure of the Ottoman Empire.
P.13.2) Explains the motivating factors of the War of Independence.
P.13.3) It recounts the founding of the Republic of Turkey from various perspectives.
P.13.4) Understands the fundamental drivers of Turkey's political, sociocultural, and socioeconomic structure.
P.13.5) By analyzing Turkey's founding process and its place in world history, it offers a broad perspective.
P.13.6) It summarizes the historical and social impacts of Turkey's founding process and its position.
P14) It enables us to understand the civilization to which our nation belongs, to act in accordance with professional ethics, and to develop a sense of social responsibility.
P.14.1) Possesses a strong sense of professional ethics and social responsibility
P.14.2) can demonstrate the importance of professional ethics and social responsibility in practice
P.14.3) can act in accordance with the principles of professional ethics and a sense of social responsibility in the workplace
P.14.4) can carefully examine the requirements of professional ethics and social responsibility in the field
P.14.5) can develop strategies consistent with professional ethics to address the challenges they will face
P.14.6) can assess the effects and consequences of social responsibility with a moral compass that is not swayed by material possessions
P15) They can develop proficiency in identifying and correcting errors in both written and spoken Turkish, as well as in producing coherent speech and meaningful texts using correct sentences, and in scientific research methods.
P.15.1) Anlam ve anlatım bozukluklarını açıklayabilir
P.15.2) Can identify spelling rules, punctuation marks, and issues with oral expression
P.15.3) By addressing pronunciation and articulation issues, one can provide accurate and meaningful examples in the language
P.15.4) Can classify spelling and punctuation marks in the Turkish language
P.15.5) Can correctly categorize spelling and punctuation marks in the written, spoken, and discursive forms of the Turkish language
P.15.6) To have knowledge about scientific research methods (selecting the subject, limiting it and scanning the relevant sources), to have an idea about writing down the research results and to choose the right source.
P16) Selects and uses information related to occupational health and safety (OHS) and appropriate methods and tools to solve problems encountered in creating a healthy and safe working environment; integrates them into their professional practices.
P.16.1) Can explain the concept of occupational health and safety in its entirety
P.16.2) Understand the interactions between work and human health
P.16.3) Can identify workplace environment factors in the context of work and health
P.16.4) Understands what work-related illnesses are, how they develop, and their effects
P.16.5) Explain the measures that should be taken to prevent work-related illnesses and occupational diseases
P.16.6) By identifying and analyzing risk factors in the workplace, they can explain the necessary precautions
P.16.7) Understand accident causation theories and explain risk assessment standards
P.16.8) Understands occupational health and safety regulations and legal responsibilities
P17) It equips students with the ability to effectively and efficiently use information technology to solve problems they encounter in their academic and professional lives
P.17.1) Be able to define the basic concepts of information technology and computer systems and explain the relationships between these concepts
P.17.2) Be able to effectively use basic software applications (such as presentation software, etc.) and create professional documents using these tools
P.17.3) They can develop the ability to search for information, access information, and share information securely using the internet and web technologies
P.17.4) Be aware of data security, ethics, and privacy issues and be able to apply these principles
P.17.5) By understanding the basics of computer programming and algorithmic logic, they can write simple programs
P.17.6) Understand the applications of information technologies across various disciplines and assess the potential impacts of these technologies
P18) The individual has the ability to use the information he/she obtains from different disciplines in a personal way, in line with his/her interests and abilities.
P.18.1) It helps individuals make sense of the knowledge they gain from various disciplines in line with their interests and abilities.
P.18.2) can explain the knowledge an individual will gain from various disciplines based on their interests and abilities
P.18.3) An individual can apply the knowledge gained from various disciplines in their own field, based on their interests and abilities
P.18.4) An individual can analyze the results of an application by utilizing knowledge gained from various disciplines in line with their interests and abilities
P.18.5) By combining the knowledge gained from various disciplines with their own expertise, individuals can create a new framework based on their interests and abilities
P.18.6) They can evaluate the knowledge they gain from various disciplines in line with their interests and abilities
(Below, Programme Learning Outcomes are shown as classified according to the same classification used for the Turkish Qualifications Framework (TQF-HE); that is knowledge, skills and competencies.)
(In order to see the Sub-Programme Learning Outcomes (SPLOs) affiliated to Key Programme Learning Outcomes (KPLOs), please press + sign.)
Knowledge (Described as Theoritical and/or Factual Knowledge.)
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.
P.1.1) 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.1.2) 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.1.3) 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.1.4) 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.1.5) 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.1.6) 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).
P9) Uses Turkish effectively and in accordance with its rules, and follows national and international literature related to her/his field.
P.9.1) Expresses Turkish correctly and effectively.
P.9.2) It explains the importance of using Turkish correctly and effectively, and keeping up with innovations in the national and international literature related to the field.
P.9.3) Prepares assignments by researching national and international literature related to the field, using Turkish appropriately and effectively.
P.9.4) Ability to find common points in national and international literature related to the field.
P.9.5) Ability to produce unique ideas by using information in national and international literature related to the field.
P.9.6) Ability to evaluate the currency and reliability of sources in national and international literature related to the field.
P10) Continuously improves professional knowledge and skills by participating in in-house, national and international training/lessons.
P.10.1) Explains the importance of continuously developing professional knowledge and skills by participating in internal, national, and international training programs/courses.
P.10.2) They understand the importance of continuously developing their professional knowledge and skills by participating in internal, national, and international training programs/courses.
P.10.3) By participating in internal, national, and international training programs/courses, they adapt their professional knowledge and skills to new situations.
P.10.4) Analyzes the importance of continuously developing professional knowledge and skills by participating in internal, national, and international training programs/courses.
P.10.5) Kurum içi, ulusal ve uluslararası eğitimlere/derslere katılarak, mesleki bilgi ve becerilerini sürekli olarak geliştirmeye yönelik aktiviteleri tasarlar.
P.10.6) It makes recommendations regarding the importance of continuously developing professional knowledge and skills by participating in internal, national, and international training programs/courses.
P11) Expresses the connection between at least two different courses outside the field that contribute to the individual's general culture.
P.11.1) It finds the difference between different disciplines.
P.11.2) Interprets the concept of lifelong learning.
P.11.3) It compares national and international values in the field of art and design.
P.11.4) Organizes collaboration with different disciplines.
P.11.5) Explains topics related to lifelong learning.
P.11.6) It designs innovative applications based on current approaches.
P14) It enables us to understand the civilization to which our nation belongs, to act in accordance with professional ethics, and to develop a sense of social responsibility.
P.14.1) Possesses a strong sense of professional ethics and social responsibility
P.14.2) can demonstrate the importance of professional ethics and social responsibility in practice
P.14.3) can act in accordance with the principles of professional ethics and a sense of social responsibility in the workplace
P.14.4) can carefully examine the requirements of professional ethics and social responsibility in the field
P.14.5) can develop strategies consistent with professional ethics to address the challenges they will face
P.14.6) can assess the effects and consequences of social responsibility with a moral compass that is not swayed by material possessions
P15) They can develop proficiency in identifying and correcting errors in both written and spoken Turkish, as well as in producing coherent speech and meaningful texts using correct sentences, and in scientific research methods.
P.15.1) Anlam ve anlatım bozukluklarını açıklayabilir
P.15.2) Can identify spelling rules, punctuation marks, and issues with oral expression
P.15.3) By addressing pronunciation and articulation issues, one can provide accurate and meaningful examples in the language
P.15.4) Can classify spelling and punctuation marks in the Turkish language
P.15.5) Can correctly categorize spelling and punctuation marks in the written, spoken, and discursive forms of the Turkish language
P.15.6) To have knowledge about scientific research methods (selecting the subject, limiting it and scanning the relevant sources), to have an idea about writing down the research results and to choose the right source.
P16) Selects and uses information related to occupational health and safety (OHS) and appropriate methods and tools to solve problems encountered in creating a healthy and safe working environment; integrates them into their professional practices.
P.16.1) Can explain the concept of occupational health and safety in its entirety
P.16.2) Understand the interactions between work and human health
P.16.3) Can identify workplace environment factors in the context of work and health
P.16.4) Understands what work-related illnesses are, how they develop, and their effects
P.16.5) Explain the measures that should be taken to prevent work-related illnesses and occupational diseases
P.16.6) By identifying and analyzing risk factors in the workplace, they can explain the necessary precautions
P.16.7) Understand accident causation theories and explain risk assessment standards
P.16.8) Understands occupational health and safety regulations and legal responsibilities
P17) It equips students with the ability to effectively and efficiently use information technology to solve problems they encounter in their academic and professional lives
P.17.1) Be able to define the basic concepts of information technology and computer systems and explain the relationships between these concepts
P.17.2) Be able to effectively use basic software applications (such as presentation software, etc.) and create professional documents using these tools
P.17.3) They can develop the ability to search for information, access information, and share information securely using the internet and web technologies
P.17.4) Be aware of data security, ethics, and privacy issues and be able to apply these principles
P.17.5) By understanding the basics of computer programming and algorithmic logic, they can write simple programs
P.17.6) Understand the applications of information technologies across various disciplines and assess the potential impacts of these technologies
P18) The individual has the ability to use the information he/she obtains from different disciplines in a personal way, in line with his/her interests and abilities.
P.18.1) It helps individuals make sense of the knowledge they gain from various disciplines in line with their interests and abilities.
P.18.2) can explain the knowledge an individual will gain from various disciplines based on their interests and abilities
P.18.3) An individual can apply the knowledge gained from various disciplines in their own field, based on their interests and abilities
P.18.4) An individual can analyze the results of an application by utilizing knowledge gained from various disciplines in line with their interests and abilities
P.18.5) By combining the knowledge gained from various disciplines with their own expertise, individuals can create a new framework based on their interests and abilities
P.18.6) They can evaluate the knowledge they gain from various disciplines in line with their interests and abilities
Skills (Describe as Cognitive and/or Practical Skills.)
P2) Designs educational materials appropriate to children's developmental needs and interests, follows current developments and practices in the field, and uses these materials effectively in different learning environments.
P.2.1) It defines the types of educational materials used in child development and the fundamental principles that should be considered in the design of these materials.
P.2.2) Explains the relationship between the needs of children at different developmental stages (cognitive, language, motor, etc.) and the selected materials.
P.2.3) Designs original educational materials to support a specific area of development identified based on children's interests and needs.
P.2.4) It compares current practices and new generation materials in the field in terms of the opportunities and limitations offered by different learning environments (preschool institutions, hospitals, play centers, etc.).
P.2.5) Evaluates the effectiveness and safety of prepared or existing materials on children with a critical eye, within the framework of current professional standards.
P.2.6) Develops multifunctional and innovative teaching materials that cater to multiple areas of development, suitable for different learning environments and inclusive education models.
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.
P.3.1) Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).
P.3.2) Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles.
P.3.3) 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.3.4) 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.3.5) 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.3.6) It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes.
P6) Effectively and efficiently uses current information technologies (software, programs, animation, etc.) in academic and professional processes related to the field of child development.
P.6.1) Lists the basic information technologies used in child development and education processes (educational software, digital observation forms, animation tools, etc.) and their functions.
P.6.2) Explains the role and effectiveness of different IT tools (simulations, interactive games, etc.) in supporting children's developmental areas with examples.
P.6.3) Effectively uses appropriate software and programs (Office programs, data entry tools, etc.) during the collection, analysis, or presentation of data in professional processes.
P.6.4) It analyzes children's digital content and animations available on the market comparatively in terms of pedagogical suitability, appeal to the target audience, and technical adequacy.
P.6.5) Critically evaluates the effectiveness of the selected information technology for a specific developmental gain, based on ethical use principles and child health criteria (such as screen time).
P.6.6) Designs original educational materials, digital stories, or animated content for child development using current information technology tools and design principles.
Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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.
P.4.1) It defines the fundamental legal framework for children's rights, their protection, and the prevention of neglect and abuse at the national level (Constitution, Child Protection Law, etc.) and international level (UN Convention on the Rights of the Child).
P.4.2) Explains the types, signs, and risk factors of child neglect and abuse, relating them to legal and social protection mechanisms.
P.4.3) Applies preventive intervention programs and reporting procedures developed for child neglect and abuse to case examples or actual cases, observing ethical principles.
P.4.4) It analyzes situations where social, scientific, and cultural values encountered in professional data collection and application processes conflict with children's rights.
P.4.5) In a child-centered case study or application example, evaluates/critiques the attitudes of stakeholders (family, school, community) and the decisions made within the framework of professional ethical codes and legal regulations.
P.4.6) While adhering to social and ethical values, it develops an original preventive service model or social responsibility project based on scientific data aimed at protecting children's rights and raising awareness.
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.
P.5.1) Defines professional terms and communication techniques used in the field of child development for use in verbal and written expression processes.
P.5.2) Explains the role, responsibilities, and areas of contribution of the child development specialist in multidisciplinary teams (doctor, psychologist, social worker, etc.).
P.5.3) Prepares field-specific observation reports, developmental assessments, and case presentations in a clear manner, adhering to written and verbal communication rules.
P.5.4) 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.5.5) 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.5.6) It creates a unique and holistic intervention strategy for solving unforeseen or complex professional problems, working in coordination with other experts as part of a multidisciplinary team.
P7) With a sense of social responsibility, they plan, implement, monitor, and evaluate professional projects, research, and activities for their social environment.
P.7.1) It appropriately defines fundamental concepts related to social responsibility, problems in the social environment, and ethical principles.
P.7.2) They understand the importance of social responsibility projects in solving social problems and explain the project preparation processes.
P.7.3) Conducts a child development-focused activity or small-scale research identified to address a social need in the field, using appropriate methods and techniques.
P.7.4) It analyzes the difficulties encountered during the implementation process of a social project or research and their reflections on the social environment by breaking them down into their components.
P.7.5) It critically evaluates the results of planned and implemented social responsibility projects in terms of the contribution they provide to the target audience, resource efficiency, and level of social impact.
P.7.6) Develops an original professional project proposal that encompasses research, implementation, and monitoring processes, applicable at the local or national level, with the aim of generating solutions to social issues.
P8) Transfers the theoretical and theoretical knowledge gained in the field of child development and education into practice in the field.
P.8.1) Defines the fundamental theories in the field of child development and education (Piaget, Vygotsky, Erikson, etc.), developmental principles, and educational approaches.
P.8.2) 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.8.3) 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.8.4) 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.8.5) Critically evaluates the extent to which an implemented educational practice or intervention program is consistent with child development theories and scientific standards.
P.8.6) 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.).
P12) They keep up with the international literature in their field and communicate with colleagues using a foreign language (in accordance with the minimum standards of the European Language Portfolio).
P.12.1) Defines the basic professional terms, concepts, and academic phrases commonly used in the relevant field in the target language.
P.12.2) Explains the main ideas and key arguments of simple and intermediate-level texts related to the field, written in accordance with the standards of the European Language Portfolio (such as A2/B1 levels).
P.12.3) Can introduce oneself in social settings, ask questions about personal information, and provide answers.
P.12.4) Can describe their own background, immediate surroundings, and events in simple terms, both in writing and orally.
P.12.5) The ability to fill out simple forms encountered in daily life and create short, simple notes.
P.12.6) Can read short and simple texts and understand simple content in written materials such as advertisements and posters.
P13) Career management outlines the process from the Ottoman Empire to the Republic of Turkey in line with lifelong learning principles and determines its position within world history.
P.13.1) It outlines the political and social structure of the Ottoman Empire.
P.13.2) Explains the motivating factors of the War of Independence.
P.13.3) It recounts the founding of the Republic of Turkey from various perspectives.
P.13.4) Understands the fundamental drivers of Turkey's political, sociocultural, and socioeconomic structure.
P.13.5) By analyzing Turkey's founding process and its place in world history, it offers a broad perspective.
P.13.6) It summarizes the historical and social impacts of Turkey's founding process and its position.