| Week |
Subject |
Related Preparation |
| 1) |
Determination of the seminar topic. |
Scientific books and articles related to the seminar topic. |
| 2) |
Literature Review |
Scientific books and articles related to the seminar topic. |
| 3) |
Literature Review |
Scientific books and articles related to the seminar topic. |
| 4) |
Literature Review |
Scientific books and articles related to the seminar topic |
| 5) |
Literature Review |
Scientific books and articles related to the seminar topic |
| 6) |
Literature Review |
Scientific books and articles related to the seminar topic |
| 7) |
Data collection and analysis |
Scientific books and articles related to the seminar topic |
| 8) |
Data collection and analysis |
Scientific books and articles related to the seminar topic. |
| 9) |
Data collection and analysis |
Scientific books and articles related to the seminar topic. |
| 10) |
Data collection and analysis |
Scientific books and articles related to the seminar topic |
| 11) |
Analysis and Evaluation of the Result |
Scientific books and articles related to the seminar topic |
| 12) |
Analysis and Evaluation of the Results |
Scientific books and articles related to the seminar topic |
| 13) |
Preparation of the seminar report |
Scientific books and articles related to the seminar topic |
| 14) |
Preparation of the seminar report |
Scientific books and articles related to the seminar topic |
| Course Notes / Textbooks: |
Rudestam, K. E., & Newton R. R. (2000). Surviving Your Dissertation: A Comprehensive Guide to Content and Process. Sage Publications: UK
Sharp, J. A., Peters, J., & Howard, K. (2002). The management of a student research project. Gower: Aldershot. |
| References: |
Rudestam, K. E., & Newton R. R. (2000). Surviving Your Dissertation: A Comprehensive Guide to Content and Process. Sage Publications: UK
Sharp, J. A., Peters, J., & Howard, K. (2002). The management of a student research project. Gower: Aldershot. |
| |
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. |
3 |
| 4) |
Students will be able to demonstrate critical thinking skills, inquiry, creativity, initiative and innovation to solve a range of problems in everyday situations. |
5 |
| 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. |
5 |
| 8) |
Students will be able to use English at B2 level to support personal and professional activities. |
3 |
| 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. |
4 |
| 10) |
Students will be able to demonstrate commitment to early childhood profession, professionalism, lifelong learning, ethics, personal and professional growth. |
5 |
| 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. |
5 |
| 12) |
Students will be able to demonstrate skills in self-discipline, time and information management, individual and team work in interdisciplinary projects. |
3 |