| PRE-SCHOOL TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE1003 | Theories of Child Development I | Spring | 3 | 0 | 3 | 8 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Recommended Optional Program Components: | None |
| Course Objectives: | 1. Describe physical, cognitive, and social development from conception through eight, citing relevant theory and research 2. Demonstrate an understanding of competing theoretical perspectives of developmental influences particularly as they relate to the influences of nature and nurture. 3. Discuss the role of genetic and hereditary factors in the cognitive, behavioral and psychosocial development. 4. Describe socio-cultural influences on development from the macro to the micro systems. |
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The students who have succeeded in this course; 1. Students will demonstrate the ability to think critically and analytically, and to reason logically about issues in child development using course information and past experiences ages 0 through 8. 2. Students will demonstrate an understanding between theory and practice and an understanding of developmental theories. 3. Students will demonstrate an understanding of the scientific methods used to learn about child development. 4. Students will understand the basic physical changes in the body and brain during childhood the factors important for healthy growth,and understand the role of genetic and hereditary factors . 5.Students will understand the cognitive changes during childhood from Piagetian and Information Processing perspectives and the factors important for healthy growth. 6. Students will understand the social and emotional changes during childhood, and the factors important for healthy growth. |
| This is a broad based introductory lecture course which surveys child development from a multidisciplinary scientific perspective. Both theoretical and practical aspects of development are presented and examined within a multicultural context. The course is primarily concerned with historical and contemporary scientific research and theory about human development from conception through eight. Emphasis is given to biological, psychological, and socio-cultural influences on the development. |
| Week | Subject | Related Preparation |
| 1) | Introduction to the course | |
| 2) | History, theories, methods | |
| 3) | Principals of development and gbrowth | |
| 4) | Prenatal development | |
| 5) | Factors affecting prenatal development | |
| 6) | Infants and toddlers: physical development | |
| 7) | MIDTERM | |
| 8) | Infants and toddlers: cognitive development | |
| 9) | Infants and toddlers: psychosocial development | |
| 10) | Preschool child: physical development | |
| 11) | Preschool child: cognitive development | |
| 12) | Preschool child: psychosocial development | |
| 13) | Integrated relationship between physical, cognitive and psychosocial development | |
| 14) | Concluding reflections on profession |
| Course Notes / Textbooks: | McDevitt, T. M. & Ormrod, J. E. (2010). Child development an education. Upper Saddle River, NJ: Merrill/Prentice Hall. Copple, C. & Bredekamp, S. (2008). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (3rd. ed.). Washington, DC: NAEYC. (ISBN 13: 978-1-928896-64-7) |
| References: | McDevitt, T. M. & Ormrod, J. E. (2010). Child development an education. Upper Saddle River, NJ: Merrill/Prentice Hall. Copple, C. & Bredekamp, S. (2008). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (3rd. ed.). Washington, DC: NAEYC. (ISBN 13: 978-1-928896-64-7) |
| Semester Requirements | Number of Activities | Level of Contribution |
| Total | % | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % | |
| Total | % | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 6 | 10 | 60 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentations / Seminar | 1 | 1 | 1 |
| Homework Assignments | 10 | 1 | 10 |
| Quizzes | 2 | 2 | 4 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 149 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. | 5 |
| 2) | To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. | 5 |
| 3) | Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. | 3 |
| 4) | Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. | 3 |
| 5) | To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child . | |
| 6) | To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. | 3 |
| 7) | To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. | |
| 8) | To integrate the knowledge and experience of working together with different programs and different age groups. | |
| 9) | To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. | |
| 10) | To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. | |
| 11) | To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. | |
| 12) | Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. | |
| 13) | To demonstrate commitment to societial,scientific and professional values. | |
| 14) | To recognize and respect different cultures and to be sensitive to individual and cultural differences. | |
| 15) | To demonstrate competence and ethical approach in information and communication technologies. | |
| 16) | To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |