| 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 |
| ECE1106 | Early Childhood Development | Fall | 3 | 0 | 3 | 5 |
| 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 the course is to examine the development of preschool children in detail. |
|
The students who have succeeded in this course; 1. Describe physical, cognitive, and social development from conception through eight, citing relevant theory and research 2. Demonstrate an understanding of competing theoretical perspectives of developmental influences particularly as they relate to the influences of nature and nurture. 3. Discuss the role of genetic and hereditary factors in the cognitive, behavioral and psychosocial development. 4. Learn the theories of early childhood development. 5.Describe socio-cultural influences on development from the macro to the micro |
| This is a broad based introductory lecture course which surveys child development from a multidisciplinary scientific perspective. Both theoretical and practical aspects of development are presented and examined within a multicultural context. The course is primarily concerned with historical and contemporary scientific research and theory about human development from conception through eight. Emphasis is given to biological, psychological, and socio-cultural influences on the development. |
| Week | Subject | Related Preparation | |
| 1) | Orientation to the course, syllabus | ||
| 2) | Piaget's Cognitive Developmental Theory | ||
| 3) | Vygotsky's Sociocultural Theory | ||
| 4) | Bandura's Social Learning Theory | ||
| 5) | Freud’s Psychoanalytic Theory | ||
| 6) | Erikson's Psychosocial Developmental Theory | ||
| 7) | Bowlby's Attachment Theory Kohlberg's Theory of Moral Development | ||
| 8) | Midterm | ||
| 9) | Preschoolers: physical and language development | ||
| 10) | Preschoolers: cognitive development | ||
| 11) | Preschoolers: psychosocial and emotional development | ||
| 12) | Project work presentations | ||
| 13) | Project work presentations | ||
| 14) | Project work presentations | ||
| Course Notes: | • McDevitt, T. M. & Ormrod, J. E. (2010). Child development an education. Upper Saddle River, NJ: Merrill/Prentice Hall. • Copple, C. & Bredekamp, S. (2008). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. (3rd. ed.). Washington, DC: NAEYC. |
| 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 | % 0 | |
| Project | 1 | % 25 |
| Seminar | % 0 | |
| Midterms | 1 | % 25 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 25 | |
| PERCENTAGE OF FINAL WORK | % 75 | |
| 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 | 0 | 0 | 0 |
| Project | 1 | 30 | 30 |
| 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 | 118 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |