COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
CNG3104 Guidance in Pre-Schools Spring 3 0 3 6
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction: English
Type of course: Departmental Elective
Course Level: Bachelor’s Degree (First Cycle)
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Recommended Optional Program Components: Introduction to Guidance and Counseling Observations in School
Course Objectives: The aim is to enable students comprehend the guidance and counseling services in preschools, have a knowledge of the unique needs, problems and solutions of preschools and prepare an intervention plan for cases that need special help.

Learning Outcomes

The students who have succeeded in this course;
1. Recognize the characteristics and quality of guidance and counseling services in preschools.
2 Recognize the developmental characteristics and guidance needs of preschool students.
3 Remember the competencies that preschool students need to be acquired.
4 Comprehend how competencies can be acquired to students.
5 Understand the areas and their characteristics that preschool students may need professional help.
6 Make intervention plans for special cases that require help.
7 Explain the roles of parents on preschool students.
8 Explain the roles of teachers on preschool students.
9 Remember the important subjects that need to be noticed on interviews with teachers and parents.
10 Differentiate the guidance and counseling services at preschools and the other levels.

Course Content

Working as a counselor at preschool, what do you need to pay attention?, What are the formal activities for preschools?, Developmental characteristics of preschool students, Basic competencies that needs to be acquired at preschool, Acquisition of basic competencies at preschool level, Problem areas that preschool students experience and require intervention, Interventions towards special cases that preschool students experience., At preschool level, on which subjects and how should we work with parents and teachers?, Preschool class guidance program, Games and group guidance activities unique to preschool level.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction: Explaining syllabus and course rules
2) The quality of guidance and counseling services at preschools
3) Requirements of working as a counselor at preschools
4) Developmental characteristics and competencies of preschool students
5) Practices for acquiring the competencies for preschool students
6) Examination of class guidance program
7) Problems preschool students experience and requires special interventions
8) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
9) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
10) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
11) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
12) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
13) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
14) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)

Sources

Course Notes / Textbooks: Fields. M.V., Merritt, P.P.,Fields, D.M. (2013). Constructive Guidance and Discipline: Birth to Age Eight (6th Edition).
References: Essa, E. (2007). What To Do When: Practical Guidance Strategies for Challenging Behaviors in the Preschool.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Homework Assignments 10 % 50
Presentation 1 % 15
Final 1 % 35
Total % 100
PERCENTAGE OF SEMESTER WORK % 65
PERCENTAGE OF FINAL WORK % 35
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Project 1 20 20
Homework Assignments 12 6 72
Midterms 1 5 5
Final 1 8 8
Total Workload 147

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards.
2) To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration.
3) To develop competencies related to software languages, operating systems, computer networks and computer hardware.
3) To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
4) To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
5) To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.
6) To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. 
7) To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education.
8) To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach.
9) To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements.
10) To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.
11) To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology.
12) To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.
13) To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology.
14) To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world.
15) To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.