| 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 |
| GEP0604 | Interpersonal Communication | Spring | 3 | 0 | 3 | 5 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Course Lecturer(s): |
Assoc. Prof. BERNA GÜLOĞLU Instructor NAZMİYE ARDUÇ |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course aims to examine interpersonal communication in terms of shaping and sustaining human relations, and the role of interpersonal communication in the development of individual identity and how it can be used as a tool to improve the communication of people with social interaction. |
|
The students who have succeeded in this course; First of all, students are taught how to obtain information that will enable them to know themselves and other people. At the beginning of each lesson, the student is given an olay event-situation cek to reflect on the subject of the week and a discussion is opened on it. Then, in the light of scientific and social data, the situation is explained and information is compiled. Academicians, writers, artists and practitioners who are experts in their fields are invited as speakers. |
| This course covers the impact of social context, culture, identity and roles on face-to-face communication. In this course, interpersonal communication elements are analyzed within the framework of case studies. Students are expected to participate in the discussion and prepare a group project. |
| Week | Subject | Related Preparation |
| 1) | INTRODUCTION TO COMMUNICATION: BASIC CONCEPTS AND PROCESSES | |
| 2) | AN OVERVIEW OF COMMUNICATION SKILLS | |
| 3) | START AND DEVELOPMENT OF INTERPERSONAL RELATIONS | |
| 4) | LISTENING IN INTERPERSONAL RELATIONS AND COMMUNICATION | |
| 5) | INTERPERSONAL RELATIONS AND EMPATHY IN COMMUNICATION | |
| 6) | OPENING YOURSELF IN INTERPERSONAL RELATIONS AND COMMUNICATION | |
| 7) | NON-PERSONAL COMMUNICATION IN INTERPERSONAL RELATIONS | |
| 8) | MIDTERM! | |
| 9) | SECURITY IN INTERPERSONAL RELATIONS AND COMMUNICATION | |
| 10) | CONFLICT AND CONFLICT RESOLUTION IN INTERPERSONAL RELATIONS | |
| 11) | EMOTIONAL INTELLIGENCE IN INTERPERSONAL RELATIONS AND COMMUNICATION | |
| 12) | Student Presentations | |
| 13) | Student Presentations | |
| 14) | Student Presentations | |
| 15) | Student Presentations |
| Course Notes / Textbooks: | KİŞİLERARASI İLİŞKİLER ve ETKİLİ İLETİŞİM Editör: Alim Kaya 6. Baskı 2014, Pegem Akademi |
| References: | Etkili İletişimin Önündeki 8 Engel, Kevin Hogan, Yakamoz Kitap, 2003. İletişimsizlik Becerisi, Kadir Özer, 2000, Sistem Y. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Quizzes | 1 | % 15 |
| Homework Assignments | 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 | 3 | 42 |
| Study Hours Out of Class | 14 | 1 | 14 |
| Homework Assignments | 1 | 10 | 10 |
| Quizzes | 1 | 5 | 5 |
| Midterms | 1 | 10 | 10 |
| Final | 1 | 15 | 15 |
| Total Workload | 96 | ||
| 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. | 4 |
| 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 |