| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE032 | ||||
| Course Name: | Pervasive Developmental Disorders | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. DİDEM ELİTEZ | ||||
| Course Lecturer(s): | Şebnem Gümüşçü | ||||
| Course Assistants: |
| Course Objectives: | The School Psychology course addresses some developmental problems that may be encountered in the school environment. In this course, both theories and models, as well as biological and environmental situations of developmental problems will be examined. A second purpose of this course is to examine preventive strategies and interventions aimed at improving developmental outcomes in social and academic areas in the school environment. |
| Course Content: | Introduction and Overview Developmental Psychopathology Perspective Biological and Environmental Context of Psychopathology Behavior Problems Attention Deficit Hyperactivity Disorder Language and Learning Disorders Mental Retardation / Mental Disabilities Pervasive Developmental Disorders Progressive Interventions for a Disruption-Free, Productive Classroom Environment Interventions to Increase Academic Success I Interventions to Increase Academic Success II Interventions to Increase Behavioral and Social Competence Interventions to Increase Preschool Children's Inferences |
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The students who have succeeded in this course;
1) Recognizes typical and atypical development. 2) Explains developmental psychopathology theories, perspectives, and models. 3) Explains the biological and environmental context of developmental problems. 4) Explains the epidemiology, developmental process, and causes of conduct problems, ADHD, language and learning problems, intellectual disabilities, and pervasive developmental problems. 5) Describes strategies that increase developmental implications for preschool children. |
| Week | Subject | Related Preparation |
| 1) | Introduction and Overview Developmental Psychopathology Perspective | |
| 2) | Biological and Environmental Context of Psychopathology | |
| 3) | Behavior Problems | |
| 4) | Attention Deficit Hyperactivity Disorder | |
| 5) | Language and Learning Disorders | |
| 6) | Mental Retardation / Mental Disabilities | |
| 7) | Pervasive Developmental Disorders | |
| 8) | Midterm | |
| 9) | Progressive Interventions for a Disruption-Free, Productive Classroom Environment | |
| 10) | Interventions to Increase Academic Success I | |
| 11) | Interventions to Increase Academic Success II | |
| 12) | Interventions to Increase Behavioral and Social Competence | |
| 13) | Interventions to Increase Preschool Children's Inferences | |
| 14) | Final exam |
| Course Notes / Textbooks: | Ders notları |
| References: | Ders notları |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 1 | 3 | |||||||||||||
| 2) Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 2 | 2 | 1 | ||||||||||||
| 3) To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | |||||||||||||||
| 4) To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 1 | 3 | 1 | 1 | |||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 1 | 2 | 2 | ||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 3 | 1 | 1 | 2 | |||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 2 | 1 | 2 | 2 | |||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 2 | 1 | 2 | ||||||||||||
| 9) Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | |||||||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 1 | 2 | 2 | 1 | |||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 1 | 1 | 1 | ||||||||||||
| 12) Participate the society and other professional groups about child development. | 1 | 1 | 1 | ||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | 1 | 1 | 1 | ||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | 1 | 1 | |||||||||||||
| 15) They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 2 | 2 | 1 | ||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 2 |
| 2) | Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 1 |
| 3) | To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 1 |
| 4) | To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 1 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 2 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 2 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 2 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 2 |
| 9) | Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 2 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 2 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 2 |
| 12) | Participate the society and other professional groups about child development. | 2 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 2 |
| 14) | Have the ability to use advanced computer skills in terms of European computer use license. | 2 |
| 15) | They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 1 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 12 | 24 |
| Study Hours Out of Class | 14 | 70 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 98 | |