| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CNG3104 | Guidance in Pre-Schools | Fall | 3 | 0 | 3 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Objectives: | The aim is to enable students comprehend the guidance and counseling services in preschools, have a knowledge of the unique needs, problems and solutions of preschools and prepare an intervention plan for cases that need special help. |
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The students who have succeeded in this course; 1. Recognize the characteristics and quality of guidance and counseling services in preschools. 2 Recognize the developmental characteristics and guidance needs of preschool students. 3 Remember the competencies that preschool students need to be acquired. 4 Comprehend how competencies can be acquired to students. 5 Understand the areas and their characteristics that preschool students may need professional help. 6 Make intervention plans for special cases that require help. 7 Explain the roles of parents on preschool students. 8 Explain the roles of teachers on preschool students. 9 Remember the important subjects that need to be noticed on interviews with teachers and parents. 10 Differentiate the guidance and counseling services at preschools and the other levels. |
| Working as a counselor at preschool, what do you need to pay attention?, What are the formal activities for preschools?, Developmental characteristics of preschool students, Basic competencies that needs to be acquired at preschool, Acquisition of basic competencies at preschool level, Problem areas that preschool students experience and require intervention, Interventions towards special cases that preschool students experience., At preschool level, on which subjects and how should we work with parents and teachers?, Preschool class guidance program, Games and group guidance activities unique to preschool level. |
| Week | Subject | Related Preparation | |
| 1) | Introduction: Explaining syllabus and course rules | ||
| 2) | The quality of guidance and counseling services at preschools | ||
| 3) | Requirements of working as a counselor at preschools | ||
| 4) | Developmental characteristics and competencies of preschool students | ||
| 5) | Practices for acquiring the competencies for preschool students | ||
| 6) | Examination of class guidance program | ||
| 7) | Problems preschool students experience and requires special interventions | ||
| 8) | Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle) | ||
| 9) | Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle) | ||
| 10) | Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle) | ||
| 11) | Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle) | ||
| 12) | Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle) | ||
| 13) | Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle) | ||
| 14) | Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle) | ||
| Course Notes: | Fields. M.V., Merritt, P.P.,Fields, D.M. (2013). Constructive Guidance and Discipline: Birth to Age Eight (6th Edition). |
| References: | Essa, E. (2007). What To Do When: Practical Guidance Strategies for Challenging Behaviors in the Preschool. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 10 | % 50 |
| Presentation | 1 | % 15 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 35 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 1 | 20 | 20 |
| Homework Assignments | 12 | 6 | 72 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 5 | 5 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 8 | 8 |
| Total Workload | 147 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |