Definition of school readiness and factors affecting readiness; preparation, practice and evaluation of activities for the acquisition of readiness competence, preparation of school readiness and literacy in family, pre-school education, basic concepts, literacy approaches, factors affecting reading achievement, development of literacy skills, literacy environment and materials. It's a precaution for the development of literacy skills. Early literacy, reading skills and subfields; phonological process skills (phonemic awareness, phonological memory), verbal skills and development of vocabulary knowledge (knowledge of alphabet) (pre-alphabet, logographic level, partial alphabet step / semi phonetic level, full alphabet step; consolidated alphabetic stage, preparation for writing (writing awareness), planning, implementation and evaluation of reading and writing preparation activities appropriate for preschool education program. |
Week |
Subject |
Related Preparation |
1) |
School readiness, definition of readiness and elements affecting school readiness |
Lecture |
2) |
The development of the social, emotional skills and self-regulation required for the children's school readiness |
Reading |
3) |
Self-care, motor and cognitive skills required for children's school readiness |
Lecture, Reading |
4) |
Preparation, implementation and evaluation of adaptation activities |
Implementation, Project, Collaborative Learning |
5) |
The role and responsibilities of the families in the adaptation process. Family guidance services |
Guest Speaker, Critical Thinking |
6) |
Evaluation of the readiness to read the book and examination of related researches |
Case Study, Reading |
7) |
Problems and interventions in the adatation process |
Critical Thinking |
8) |
Midterm |
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9) |
The importance of pre-reading activities in pre-school education, basic concepts, literacy approaches |
Lecture |
10) |
Early literacy skills and subfields The development of literacy skill |
Lecture |
11) |
Factors affecting literacy skills |
Discussion, Critical Thinking |
12) |
İmportance of parents on development of literacy skills. Literacy and materials in home and school |
Discussion, Implementation, Field Work |
13) |
Planning, implementation and evaluation of reading and writing preparation activities suitable for pre-school education program. |
Implementation, Discussion, Collaborative Learning, Critical Thinking |
14) |
Planning, implementation and evaluation of reading and writing preparation activities suitable for pre-school education program |
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15) |
General evaluation of the course. Preparation for final exam |
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Course Notes / Textbooks: |
Adams, M. J. (1990). Beginning to read: Thinking & learning about print. Cambridge, MA: MIT Press.
Anthony, J. L. and Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14 (5), 255-259.
Brostrom, S. (2000). Transition to school. ERIC Document Number: 445814.
Bryant, P. E. , MacLean, M., Bradley, L. L. and Crossland J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26 (3), 429-438.
Booth, A. & Crouter, A. C. (Eds.). (2008). Disparities in School Readiness: How Families Contribute to Transitions into School. Lawrence Erlbaum Associates.
Chaney, C. (1992). Language development, metalinguistic skills, and print awareness in 3-year-old children. Applied Psycholinguistics,13, 485-514.
Cullinan, B. E. (2000). Read to me: Raising kids who love to read. (rev. ed.). New York: Scholastic. |
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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