PRE-SCHOOL TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ECE4020 | Infancy | Spring | 3 | 0 | 2 | 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: | Bachelor |
Mode of Delivery: | |
Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
Course Objectives: | • To understand the basic theoretical and practical issues regarding infant development. • To become knowledgeable about infant development research • To become aware of ways to apply infancy research to improve outcomes of infancy. • To present clear oral and written arguments about research and application in infancy |
The students who have succeeded in this course; 1.Demonstrate knowledge and understanding of the major developmental areas (cognitive, physical, language, and social-emotional) including developmental milestones for young children from birth through 35 months (typical and atypical development). 2.Explore caregiver/child relationships with emphasis on affirming safe, healthy, respectful and supportive environments that maximize the child’s social and emotional development including attachment theory, in the family, school, and community contexts. 3.Demonstrate how family and community play reciprocal roles in infant and toddler development and learning with a focus on the parent in the role of teacher. 4.Use ethical practices to assess specific behaviors of children birth through 35 months to determine typical and atypical development, 5.Design developmentally appropriate curriculum for young children from birth through 35 months including all curricular domains (aesthetic, cognitive, language, physical and social-emotional). |
This course will expose students to a variety of ways to establish and maintain safe and healthy learning environments for infants and toddlers. Students will learn steps to take to advance physical and intellectual competence in infants and toddlers, as well as to support language development. |
Week | Subject | Related Preparation | |
1) | Introduction to the course | ||
2) | Theories about infant development | ||
3) | Research in infancy—approaches, designs, measures | ||
4) | Physical development during infancy* | ||
5) | Neurological development during infancy | ||
6) | Perceptual development during infancy* | ||
7) | MIDTERM | ||
8) | Cognitive development during infancy* | ||
9) | Language development during infancy* | ||
10) | Emotional development during infancy* | ||
11) | Social development during infancy | ||
12) | Longitudinal outcomes of infancy | ||
13) | Intervention/Prevention approaches in infancy | ||
14) | Class presentations |
Course Notes: | 1. Gonzales-Mena, Janet, Widmeyer Eyer, Dianne (2004) Infants, Toddlers, and Caregivers, 8th edition. Boston: McGraw Hill Companies. (ISBN # 978-0-07-337854-1) 2. Dombro, Amy L., Colker, Laura J., Dodge, Diane T. (2001) The Creative Curriculum for Infants & Toddlers, Revised Edition. Washington, DC: 3. Harms, Thelma, Jacobs, Ellen V., White, Donna R. (2003) Infant & Toddler Environment Rating Scale. New York: Teachers College Press. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 0 | % 10 |
Laboratory | 0 | % 0 |
Application | 0 | % 0 |
Field Work | 0 | % 0 |
Special Course Internship (Work Placement) | 0 | % 0 |
Quizzes | 0 | % 0 |
Homework Assignments | 0 | % 0 |
Presentation | 0 | % 0 |
Project | 1 | % 25 |
Seminar | 0 | % 0 |
Midterms | 1 | % 30 |
Preliminary Jury | 0 | % 0 |
Final | 1 | % 35 |
Paper Submission | 0 | % 0 |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 6 | 10 | 60 |
Application | 0 | 0 | 0 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 14 | 2 | 28 |
Presentations / Seminar | 1 | 1 | 1 |
Project | 0 | 0 | 0 |
Homework Assignments | 10 | 1 | 10 |
Quizzes | 2 | 2 | 4 |
Preliminary Jury | 0 | 0 | 0 |
Midterms | 1 | 2 | 2 |
Paper Submission | 0 | 0 | 0 |
Jury | 0 | 0 | 0 |
Final | 1 | 2 | 2 |
Total Workload | 149 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
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. | |
2) | To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. | |
3) | Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. | |
4) | Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. | |
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 . | |
6) | To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. | |
7) | To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. | |
8) | To integrate the knowledge and experience of working together with different programs and different age groups. | |
9) | To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. | |
10) | To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. | |
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. | |
12) | Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. | |
13) | To demonstrate commitment to societial,scientific and professional values. | |
14) | To recognize and respect different cultures and to be sensitive to individual and cultural differences. | |
15) | To demonstrate competence and ethical approach in information and communication technologies. | |
16) | To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |