| 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 |
| ECE4105 | School Adaptation and Early Literacy Education | Fall | 3 | 0 | 3 | 4 |
| 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. SEDA SARAÇ |
| Course Objectives: | The aim of this course; to provide pre-service teacher with necessary theoretical and practical knowledge so as to help children start primary education. In this sense; the participants will gain awareness on the basic cognitive, social, emotional and psychomotor abilities children would need in primary education. Participants will also be provided with the opportunities to practice the skills mentioned above in the real classroom environment. Moreover, it?s aimed to gain pre-service teacher multi dimensional knowledge, ability and experience by dealing with primary education programs effectively and drawing attention to the role of families in this process. |
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The students who have succeeded in this course; 1. Describe the concept of readiness / school maturity to the school, know and explain the social, emotional, cognitive, psychomotor factors affecting readiness to school 2. Assess children's readiness to school, plan and implement basic educational preparation activities, plan and conduct family-oriented guidance services in the school adjustment process. 3. Learn about the development of literacy skills. Learn the theories about the development of literacy skills 4. Organize activities by preparing educational materials and materials to support children's literacy skills. Parents are guided in this regard. 5. Evaluates and criticizes researches related to readiness to read in scientific term |
| 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 | ||
| 2) | The development of the social, emotional skills and self-regulation required for the children's school readiness | ||
| 3) | Self-care, motor and cognitive skills required for children's school readiness | ||
| 4) | Preparation, implementation and evaluation of adaptation activities | ||
| 5) | The role and responsibilities of the families in the adaptation process. Family guidance services | ||
| 6) | Evaluation of the readiness to read the book and examination of related researches | ||
| 7) | Problems and interventions in the adatation process | ||
| 8) | Midterm | ||
| 9) | The importance of pre-reading activities in pre-school education, basic concepts, literacy approaches | ||
| 10) | Early literacy skills and subfields The development of literacy skill | ||
| 11) | Factors affecting literacy skills | ||
| 12) | İmportance of parents on development of literacy skills. Literacy and materials in home and school | ||
| 13) | Planning, implementation and evaluation of reading and writing preparation activities suitable for pre-school education program. | ||
| 14) | Planning, implementation and evaluation of reading and writing preparation activities suitable for pre-school education program | ||
| 15) | General evaluation of the course. Preparation for final exam | ||
| Course Notes: | 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: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 5 | % 10 |
| Presentation | 2 | % 10 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 20 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| 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 | 14 | 3 | 42 |
| Presentations / Seminar | 2 | 1 | 2 |
| Project | 1 | 2 | 2 |
| Homework Assignments | 5 | 1 | 5 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 97 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |