| EARLY CHILDHOOD EDUCATION (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE5113 | Curriculum Development in Preschool Education | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Lecturer(s): |
Assoc. Prof. HÜLYA GÜLAY OGELMAN |
| Recommended Optional Program Components: | NONE |
| Course Objectives: | The curriculum encompasses the objectives, content, methods, and teaching practices that support children's learning and development. In summary, it answers the questions: "What should be taught?" "When should it be taught?" and "How should it be taught?" This course will cover various program models used in early childhood education, along with the theories and theorists underlying these programs. Additionally, the conditions under which these models were developed and the factors influencing them will be examined. |
|
The students who have succeeded in this course; By the end of this course, students will be able to: 1. Identify the fundamental characteristics of program models used in different early childhood education settings, 2. Distinguish the theories on which different early childhood education programs are based, 3. Explain the historical, philosophical, and sociological factors influencing the emergence of different early childhood education programs, 4. Discuss the relationship between the philosophical and theoretical foundations of various early childhood education programs and their practical applications, 5. Classify different early childhood education programs based on their philosophical and theoretical foundations, 6. Compare and contrast different early childhood education programs in terms of their similarities and differences. |
| Insatructional Methods: Lecture, Discussion, Presentation, Reading, Individual Study |
| Week | Subject | Related Preparation |
| Course Notes / Textbooks: | Demirel, Ö. (2007). Kuramdan Uygulamaya Eğitimde Program Geliştirme. Pegem Yayıncılık Slavin, R. (2017). Eğitim Psikolojisi: Kuram ve Uygulama. Nobel Yayınları Santrock, J. W. (2018). Eğitim Psikolojisi. Nobel Yayınları |
| References: | Demirel, Ö. (2007). Kuramdan Uygulamaya Eğitimde Program Geliştirme. Pegem Yayıncılık Slavin, R. (2017). Eğitim Psikolojisi: Kuram ve Uygulama. Nobel Yayınları Santrock, J. W. (2018). Eğitim Psikolojisi. Nobel Yayınları |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Homework Assignments | 5 | % 10 |
| Presentation | 2 | % 35 |
| Project | 1 | % 20 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 8 | 10 | 80 |
| Presentations / Seminar | 2 | 10 | 20 |
| Homework Assignments | 6 | 6 | 36 |
| Final | 1 | 30 | 30 |
| Total Workload | 208 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Students will be able to create developmentally and culturally appropriate early childhood learning environments that encourage individual and collaborative learning. | 5 |
| 2) | Students will be able to integrate knowledge of child development and learning, subject-matter/disciplinary content, interdisciplinary themes, research and inquiry methods to early childhood pedagogy. | 5 |
| 3) | Students will be able to use multiple tools and methods of early childhood assessments to continuously monitor and document children’s progress and to guide instruction. | 5 |
| 4) | Students will be able to demonstrate critical thinking skills, inquiry, creativity, initiative and innovation to solve a range of problems in everyday situations. | 3 |
| 5) | Students will be able to cooperate and collaborate with colleagues, families, community, other individuals and agencies in ways that contribute to development and learning of young children. | 4 |
| 6) | Students will be able to value diverse opinions, belief systems, cultures and contribution of others. | 5 |
| 7) | Students will be able to demonstrate competence in effective communication in written, spoken, nonverbal and electronic forms. | 4 |
| 8) | Students will be able to use English at B2 level to support personal and professional activities. | 4 |
| 9) | Students will be able to utilize appropriate pedagogical and professional knowledge and skills in planning, implementation, and evaluation of early childhood curriculum and services. | 5 |
| 10) | Students will be able to demonstrate commitment to early childhood profession, professionalism, lifelong learning, ethics, personal and professional growth. | 3 |
| 11) | Students will be able to access and analyze information from a variety of sources, including information and communication technology, to attain personal and professional goals. | 3 |
| 12) | Students will be able to demonstrate skills in self-discipline, time and information management, individual and team work in interdisciplinary projects. | 5 |