Week |
Subject |
Related Preparation |
1) |
Introduction |
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2) |
The United Nations Global Goals and current policies related to early childhood education, early childhood education in Turkey, issues, applications and current data. |
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3) |
What is education program, program development? History of MONE 2013 Preschool Education Program Introduction of MONE 2013 Preschool Education Program |
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4) |
Principles and features of MONE 2013 Preschool Education Program MONE 2013 Preschool Education Program development features, objectives and indicators |
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5) |
MONE 2013 Learning Centers and types of activities in Preschool Education Program Family Participant and the children with special needs |
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6) |
Introduction the MONE 2013 Preschool Education Program (Monthly Plan, Daily Educational Schedule, Activity Plan) Preparing and presenting an activity plan |
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7) |
MONE 2013 Preschool Education Program's dimension of assessment (Assessment in three component -children, teacher and program) |
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8) |
Midterm |
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9) |
Early Childhood Education Program Approaches Vygotsky and the Cultural-Historical Development Theory and its reflection on early childhood education Tools of the Mind |
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10) |
Early Childhood Education Program Approaches Developmentally appropriate practice approach Montessori Approach Storyline Method |
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11) |
Early Childhood Education Program Approaches Reggio Emilia and Project Approach. The Waldorf Approach |
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12) |
Early Childhood Education Program Approaches Minik Tema Education program Eco school education program |
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13) |
Early Childhood Education Program Approaches High Scope, Bank Street ve Head Start Programs |
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14) |
Comparison of MONE 2013 Preschool Education Program and the other program approaches. General evaluation of the course. |
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Course Notes / Textbooks: |
1.Arıkan, A., & Kimzan, İ. (2016). Okul Öncesi Eğitimde Proje Yaklaşımı: Ağaç Bilimcilerin Araştırmaları Projesi. İlköğretim Online, 15(2).
2.Bredekamp, S. & Copple, C. (Eds.). (2006). Developmentally Appropriate Practice in Early Childhood Programs. (Revised Ed.). Washington DC: National Association for the Education of Young Children (NAEYC Series Number: 234).
3.Bodrova, E. ve Leong, D. (2007). Zihnin Araçları Erken Çocukluk Eğitimine Vygotsky Yaklaşımı. Yay. Haz. G. Haktanır, Çev. T. Güler, F. Şahin, A. Yılmaz ve E. Kalkan. Ankara: Anı Yayınevi.
4.Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
5.Chesloff, J. D. (2013). Stem education must start in early childhood. Education Week, 32(23), 27-32.
6.Cooper, R., Heaverlo, C. (2013). Problem Solving And Creativity And Design: What Influence Do They Have On Girls? Interest In STEM Subject Areas? American Journal OF Engineering Education, Vol. 4, No. 1, pp 27-38. |
References: |
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Program Outcomes |
Level of Contribution |
1) |
Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. |
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2) |
To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. |
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3) |
Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. |
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4) |
Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. |
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5) |
To know how to develop, apply and evaluate learning mediums
with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .
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6) |
To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. |
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7) |
To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. |
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8) |
To integrate the knowledge and experience of working together with different programs and different age groups. |
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9) |
To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. |
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10) |
To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. |
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11) |
To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. |
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12) |
Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. |
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13) |
To demonstrate commitment to societial,scientific and professional values. |
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14) |
To recognize and respect different cultures and to be sensitive to individual and cultural differences. |
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15) |
To demonstrate competence and ethical approach in information and communication technologies. |
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16) |
To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |
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