| 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 |
| ECE3112 | Language and Concept Development in Early Childhood | Fall | 2 | 0 | 2 | 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: | Students will be able to: learn theories of language development, learn speech perception and infant vocalization, learn stages of language development, learn language development during the preschool years, understand communication competence, learn normal speech and language development, learn theories of concept development, learn process of concept development, learn concept acquisition, understand how to learn number/counting, spatial, quantity, time/sequence, social/emotional, texture/material, size concepts. Learn strategies of remembering, learn context of memory development, learn cognitive style, preparing concept cards, language activities |
|
The students who have succeeded in this course; 1. Recognizes the importance of language and concept development in early childhood. 2. Recognizes language development and its levels in early childhood 3. Knows how to develop the children's vocabulary in early childhood 4. Knows the importance of early childhood intuitive thinking 5. Knows the physiological base of language and concept development 6. Knows the basic concepts and their classification in early childhood education programs 7. Knows the proper techniques and methods used in the teaching of basic concepts in early childhood education programs |
| Importance of language in human life, different approaches for language development, systems of language, early language developmental stages, factors which have positive and negative effects on language development, concept development, theories and process of concept development, concept acquisitions, memory, thought and language relations, preparation for reading, activities improving language and concept development. |
| Week | Subject | Related Preparation | |
| 1) | The importance of language in human life; different approaches to language development; language systems | ||
| 2) | Developmental stages pre-language | ||
| 3) | Memory, the relationship between thought and language; physiological base of language and speech | ||
| 4) | Language and concept development theories and approaches. | ||
| 5) | Interaction between other development areas and language development | ||
| 6) | Factors enabling the development of language and factors that interfere with language development, early childhood speech and language problems | ||
| 7) | Midterm | ||
| 8) | The importance of early childhood language development, concept development according to ages and cognitive development | ||
| 9) | The basic principles to be considered in the concepts taught in the early childhood program Color, shape, space, time, texture/material number, the acquisition process of the concept of quantity | ||
| 10) | Early literacy activities | ||
| 11) | Early literacy activities | ||
| 12) | Language development activities | ||
| 13) | Language development activities | ||
| 14) | Project presentation | ||
| Course Notes: | 1. Beaty J. J. (2012). 50 Early Childhood Literacy Strategies. Pearson. 2. Bracken. B. A & Crawford, E. (2010). Basic concepts in early childhood educational standards: A 50-state review. Early Childhood Educ J, 37: 421?430. 3. Vukelich, C. Christie, J. Enz B. (2008). Helping Young Children Learn Language and Literacy: Birth Through Kindergarten. 4. Oates, J. & Grayson, A. (2004).Cognitive and Language Development in Children. The Open University Press, UK: Blackwell. 5. Drake, M. (1998). Take Home: Preschool Language Development. LinguiSystems. 6. Flavell, J.H., Miller, P.H. & Miller, S.A. (1997). Cognitive Development. Prentice Hall. |
| References: |
| 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 | 2 | % 20 |
| Project | 1 | % 20 |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 30 |
| 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 | 1 | 14 |
| Presentations / Seminar | 2 | 10 | 20 |
| Project | 1 | 10 | 10 |
| Homework Assignments | 0 | 0 | 0 |
| 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 | 90 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |