| 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 |
| ECE4030 | Educational Approaches in Early Childhood | 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: | |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Lecturer(s): |
Assoc. Prof. SEDA SARAÇ |
| Course Objectives: | • Contextualize early childhood developmental research and instruction within historical, social, and pedagogical frameworks • Evaluate conceptual foundations of curriculum and practice • Ask “On the basis of what?” do we select and create curriculum for specific learning tasks and pedagogical purposes |
|
The students who have succeeded in this course; |
| This course is designed to help students develop an educational or teaching philosophy relative to curriculum selection, development, and effective practice in the 21st century that corresponds with an informed understanding of how young children think and learn. |
| Week | Subject | Related Preparation | |
| 1) | Introduction to the course | ||
| 2) | Developmental Theorists: Bowlby and Ainsworth | ||
| 3) | Curriculum Application: Responsive Classroom | ||
| 4) | Learning Theory: Montessori and Rousseau | ||
| 5) | Learning Theory: Dewey and Pavlov | ||
| 6) | Curriculum Application: Progressive education | ||
| 7) | MIDTERM | ||
| 8) | Learning Theory: Piaget vs. Vygotsky | ||
| 9) | Curriculum Application: Tools of the Mind | ||
| 10) | New developments in curriculum, methods and strategies | ||
| 11) | Learning Theory: Paley | ||
| 12) | Learning Theory and Curriculum: Reggio Emilia | ||
| 13) | On Building an Educational Philosophy and Bandura | ||
| 14) | Concluding reflections on profession | ||
| Course Notes: | Roopnarine, J. & Johns, J. (2012). Approaches to early cildhood education. NY: Pearson. Cooper, P. M. (2009). The Classrooms All Young Children Need: Lessons in Teaching From Vivian Paley. Chicago: University of Chicago Press. |
| References: | Mooney, C. G. (2000). An Introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky. St. Paul, MN: Redleaf Press. |
| 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 | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 0 | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % 0 | |
| Total | % 0 | |
| 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 |