| 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 |
| ECE2001 | School Readiness and Programs for Elementary Education | Fall | 3 | 0 | 3 | 6 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Recommended Optional Program Components: | None |
| Course Objectives: | Will have an understanding of inequalities in children’s readiness and school entry Being unready for school and factors involved with high risk Detangling the complex influences on children’s school readiness Different elementary school programs Understanding of the gap in school readiness Transactional and Ecological model and inequality in school readiness Effects of family process on early brain development and academic skills acquisition Family processes that support school readiness Specific behaviors and contextual decisions that set school readiness into motion Study of the effects of parenting on aspects of brain growth and development in regards to school readiness |
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The students who have succeeded in this course; At the end of the course students will be able to Will have an understanding of inequalities in children’s readiness and school entry Being unready for school and factors involved with high risk Detangling the complex influences on children’s school readiness Different elementary school programs Understanding of the gap in school readiness Transactional and Ecological model and inequality in school readiness Effects of family process on early brain development and academic skills acquisition Family processes that support school readiness Specific behaviors and contextual decisions that set school readiness into motion Study of the effects of parenting on aspects of brain growth and development in regards to school readiness |
| This course will focus on school readiness for children who are entering kindergarten and elementary school. The course will emphasize various skills that students should have acquired in order to be successful in elementary school. The transition stage plus various elementary programs will be analyzed and discussed. The overarching theme while discussing school readiness will also focus on meeting the individual needs of each child along with culture and family. |
| Week | Subject | Related Preparation |
| 1) | Intro | |
| 2) | What is school readiness /inequalities | |
| 3) | High risk factors and what it means to be unready | |
| 4) | Influences on School readiness | |
| 5) | Gap in School readiness | |
| 6) | Transactional and Ecological Model | |
| 7) | Midterm | |
| 8) | Family and Brain Development | |
| 9) | Family processes that support readiness | |
| 10) | Parenting and brain growth and development /school readiness | |
| 11) | Elementary Programs | |
| 12) | Transitions | |
| 13) | Specific Skills that should be mastered before entering K | |
| 14) | Final Presentation |
| Course Notes / Textbooks: | Booth, Alan, &Crouter, Ann, A., (2008) Disparities in School Readiness: How Families Contribute to Transitions into School . Lawrence Erbaum: New York, New York. |
| References: | Booth, Alan, &Crouter, Ann, A., (2008) Disparities in School Readiness: How Families Contribute to Transitions into School . Lawrence Erbaum: New York, New York. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Project | 1 | % 25 |
| Midterms | 1 | % 30 |
| Final | 1 | % 35 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| 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. | 4 |
| 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. | 4 |
| 4) | Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. | 4 |
| 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 . | 4 |
| 6) | To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. | 2 |
| 7) | To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. | 3 |
| 8) | To integrate the knowledge and experience of working together with different programs and different age groups. | 4 |
| 9) | To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. | 3 |
| 10) | To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. | 3 |
| 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. | 3 |
| 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. |