| 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 |
| ECE5117 | Comparative Preschool Education | Spring | 3 | 0 | 3 | 8 |
| Language of instruction: | Turkish |
| Type of course: | Must Course |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Lecturer(s): |
Assoc. Prof. SEDA SARAÇ |
| Course Objectives: | Within the scope of this course, international exams that evaluate and compare the education systems of different countries and their results will be examined. Additionally, the education systems of both successful and unsuccessful countries in these exams will be analyzed, both in general and specifically in terms of early childhood education, to discuss the reasons for their success or failure. |
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The students who have succeeded in this course; By the end of this course, learners are expected to: -Discuss the differences and similarities between the general education systems and early childhood education systems of countries that perform well and poorly in PISA exams, -Draw conclusions about the factors that determine the success of education systems, -Debate the steps that should be taken for Turkey to improve its performance in international exams. |
| This course contributes to students' development of a global educational perspective by enabling them to examine early childhood education systems in different countries. Furthermore, it provides an opportunity to understand how early childhood education policies are shaped at the international level and to analyze reform movements in various countries, helping students grasp the development of education policies. Instructional Methods: Lecture, Individual Study, Group Work, Discussion |
| Week | Subject | Related Preparation |
| 1) | Course syllabus and assignments | |
| 2) | Comparison of MEB 2013 and MEB 2024 Preschool Education Programs | |
| 3) | PISA Research | Amanda Ripley, The Smartest Kids in the World (Part 1, Chapter 1) |
| 4) | PISA Research | |
| 5) | Myths About Education Systems | Andreas Schleicher, World Class (Chapter 2 & 3) |
| 6) | Educational Reforms in Line with PISA | Andreas Schleicher, World Class (Chapter 5) |
| 7) | PISA doğrultusunda eğitim reformları | |
| 8) | Poland, Finland, and South Korea | Book and video analyses |
| 9) | Teacher Training | TALIS 2018, Finnish Lessons (Chapter 3) |
| 10) | Country Presentations | |
| 11) | Country Presentations | |
| 12) | Country Presentations | |
| 13) | Country Presentations | |
| 14) | General Review |
| Course Notes / Textbooks: | Ripley, A. (2019). Dünyanın en zeki çocukları nasıl başardılar?. Tübitak Yayınları Schleicher, A. (2018). Dünya okulu: 21. yüzyılın okul sistemi nasıl kurgulanmalıdır?. BAU Yayınları (Itslearning’e pdf olarak yüklenmiştir.) Sahlberg, P. (2019). Finlandiya Eğitim Devrimi: Dünya Finlandiya’daki Eğitimden Neler Öğrenebilir? Sola Unitas Yayınları (herhangi bir yayınevi olabilir) Gülay Ogelman, H. ve Saraç, S. (2022). Erken Çocukluk Eğitimi Politikaları. Eğiten Kitap |
| References: | Ripley, A. (2019). Dünyanın en zeki çocukları nasıl başardılar?. Tübitak Yayınları Schleicher, A. (2018). Dünya okulu: 21. yüzyılın okul sistemi nasıl kurgulanmalıdır?. BAU Yayınları (Itslearning’e pdf olarak yüklenmiştir.) Sahlberg, P. (2019). Finlandiya Eğitim Devrimi: Dünya Finlandiya’daki Eğitimden Neler Öğrenebilir? Sola Unitas Yayınları (herhangi bir yayınevi olabilir) Gülay Ogelman, H. ve Saraç, S. (2022). Erken Çocukluk Eğitimi Politikaları. Eğiten Kitap |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 8 | % 40 |
| Presentation | 1 | % 20 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 8 | 10 | 80 |
| Homework Assignments | 8 | 10 | 80 |
| Final | 1 | 3 | 3 |
| Total Workload | 205 | ||
| 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. | 4 |
| 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. | 4 |
| 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. | 4 |
| 7) | Students will be able to demonstrate competence in effective communication in written, spoken, nonverbal and electronic forms. | 3 |
| 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. | 4 |