| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CGB2010 | Development and Support Programs in Adolescence and School | Spring | 2 | 2 | 3 | 5 |
| Language of instruction: | Turkish |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Instructor GÜLNİHAL ESRA KORKUT |
| Course Lecturer(s): |
Prof. Dr. ARİFE KEBİRE NİLGÜN SARP Dr. Öğr. Üyesi SEDA GÖKÇE TURAN Dr. Öğr. Üyesi NESRİN GÜLÜM |
| Course Objectives: | Objective of this course is to learn and assess development of middle childhood and adolescence. |
|
The students who have succeeded in this course; Completing the course students will; Acquire the knowledge about development of middle childhood and adolescence, be able to understand and assess development of middle childhood and adolescence. Be able to consult about developmental area and family-peers relationship.Has knowledge about innovations in his field. |
| Evaluation of motor, cognitive, language and social-emotional development characteristics in middle childhood (7-11 years old) for normal children and children with special needs, Supporting approaches in home and school environments, Social Identity and Gender Development Family-friendship relations, Consulting for parents and professionals in development area. Also Adolescence definition and theories Physical and sexual development in adolescence Friendship and identity seeking in adolescence Family relations in adolescence Problems encountered by parents during adolescence and their solutions |
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | The importance and development of the primary school period | |
| 3) | Perception and school | |
| 4) | Language, literacy and school enrollment | |
| 5) | Social and emotional development in the primary school years | |
| 6) | Parents, Families and children | |
| 7) | Support programs of Primary school period | |
| 8) | Mid-term exam | |
| 9) | Theories of Adolescence | |
| 10) | Theories of Adolescence | |
| 11) | Moral and social development, and support programs in Adolescence | |
| 12) | Physical and Sexual development in adolescent period and support programs | |
| 13) | Personal development in adolescence, adolescence problems and support programs | |
| 14) | Youth, Students, Teachers, and Parents Are Discussing The Internet, Social Media, and The New Technologies from School Perspectives |
| Course Notes / Textbooks: | Ders notları haftalık verilecektir. / Will be given weekly. |
| References: | 1-Adams, J.F. (1995). Ergenligi anlamak. J.F. Adams (Ed) Ergenligi anlamak (13-47) (Çev. A. Dönmez) B. Onur (Ed.). Ankara: İmge Yayınevi 2-Cüceloglu, D. (1991). nsan ve davranısı. 2. Basım. İstanbul: Remzi Kitabevi A.S. 3-Erken Çocukluk Döneminde Gelişim / Early Childhood DevelopmentJeffrey Trawick Smith, Pearson- Nobel Akademik yayıncılık, 2014 4-Yörükoglu, A. (1993). Gençlik Çagı: Ruh saglıgı ve sorunlar. 8. Baskı. İstanbul: Özgür Yayın Dagıtım LTD. STİ |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Homework Assignments | 1 | % 10 |
| Presentation | 1 | % 10 |
| Midterms | 1 | % 30 |
| 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 | 4 | 56 |
| Special Course Internship (Work Placement) | 14 | 2 | 28 |
| Homework Assignments | 3 | 10 | 30 |
| Midterms | 1 | 1 | 1 |
| Final | 1 | 10 | 10 |
| Total Workload | 125 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 5 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 4 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 4 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 4 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 4 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 4 |