| 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 |
| CGB3069 | Yoga for Children | Spring | 2 | 0 | 2 | 6 |
| 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: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Instructor GÜLNİHAL ESRA KORKUT |
| Course Objectives: | To teach the techniques of child yoga |
|
The students who have succeeded in this course; To improve the childeren?s pyhsical awareness, breathing abilities and creativity |
| Yoga postures, Warm ups, Breathing techniques, Stories, Relaxation and visualisation techniques, Games |
| Week | Subject | Related Preparation |
| 1) | What is yoga? | |
| 2) | What is Children?s Yoga? | |
| 3) | The Benefits of Yoga for Children | |
| 4) | Development Features of Children | |
| 5) | Class Management | |
| 6) | Guidelines for Teachers | |
| 7) | Yoga Postures and Their Benefits | |
| 8) | Yoga Postures and Their Benefits | |
| 9) | Warm up Exercise | |
| 10) | Breathing Techniques | |
| 11) | Story Suggestions | |
| 12) | Games | |
| 13) | Relaxation and Visualisation Techniques | |
| 14) | Yoga for Special Children |
| Course Notes / Textbooks: | Haftalık olarak verilecektir. Will be given weekly. |
| References: | Yoga The Holistic Way: BKS IYENGAR, The Chıldren?s Yoga Book: Thia Lubi, Yoga For Kids: Liz Lark, Yoga Kids: Marsha Wenig, Creative Visualisation with Children: Jennifer Day, Yoga For The Special Child: Sonia Sumar, Yoga Education For Children: Swami Satyananda Sraswati |
| Semester Requirements | Number of Activities | Level of Contribution |
| Total | % | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % | |
| Total | % | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Application | 3 | 6 | 18 |
| Study Hours Out of Class | 10 | 10 | 100 |
| Final | 1 | 4 | 4 |
| Total Workload | 150 | ||
| 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. | 5 |
| 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. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 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. | 5 |
| 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. | 5 |