| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE116 | ||||
| Course Name: | Cognıtıve And Language Development | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Compulsory Courses | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. DİDEM ELİTEZ | ||||
| Course Lecturer(s): | Şebnem Gümüşcü | ||||
| Course Assistants: |
| Course Objectives: | This course includes the principles of language development and theories, and the planning, implementation and evaluation activities organized to support the child's development in accordance with these principles. |
| Course Content: | This course includes the principles of language development and theories, and the planning, implementation and evaluation activities organized to support the child's development in accordance with these principles. |
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The students who have succeeded in this course;
1) Explains the basic theories of cognitive and language development 2) It refers to the characteristics of cognitive and language development in early childhood. 3) It prepares activities to support the development of children of different ages and with different characteristics. 4) Develops materials that support development. 5) Implements a program that supports development. |
| Week | Subject | Related Preparation |
| 1) | Basic concepts of cognitive development; Perception, attention, memory, etc. | |
| 2) | Cognitive developmental theories | |
| 3) | Cognitive developmental theories | |
| 4) | Basic concepts of language development | |
| 5) | Theories of language development | |
| 6) | Steps of language development. Preparing and discussing sample activities on cognitive and language development. Family involvement and support | |
| 7) | Preparing and discussing sample activities on cognitive and language development. Family involvement and support | |
| 8) | Midterm | |
| 9) | Event presentations and discussion | |
| 10) | Event presentations and discussion | |
| 11) | Event presentations and discussion | |
| 12) | Children whose cognitive and language development is at risk and their support, preparation of activities and suggestions for the family | |
| 13) | Children whose cognitive and language development is at risk and their support, preparation of activities and suggestions for the family | |
| 14) | Final exam |
| Course Notes / Textbooks: | Trawick-Swith, J. Erken Çocukluk Döneminde Gelişim: Çok Kültürlü Bir Bakış Açısı. Senemoğlu,N. Gelişim, Öğrenme ve Öğretim. Kuramdan Uygulamaya. Düzenlenmiş Yeni Basım. |
| References: | Aksoy, A. B. & Dere Çiftçi, H. (2008). Erken Çocukluk Döneminde Gelişimi Destekleyen Oyunlar. Pegem Yayıncılık. Zembat, R. ve Tunçeli, H. (2022). Çocuğu Tanıma ve Değerlendirme. Ankara: Nobel Akademik Yayıncılık. MEB 2013 Okul Öncesi Eğitimi Programı |
| Course Learning Outcomes | 1 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 2 | 2 | 2 | 2 | 1 | ||||||||||
| 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 | 1 | 1 | 2 | 2 | ||||||||||
| 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. | 2 | 1 | 2 | 1 | 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. | 3 | 1 | 1 | 2 | 1 | ||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 1 | 3 | 2 | 1 | |||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 2 | 1 | 1 | 2 | 1 | ||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 2 | 2 | 1 | 1 | 1 | ||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 1 | 1 | 2 | 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 | 1 | 1 | 1 | |||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 2 | 1 | 1 | 1 | |||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 3 | 1 | 1 | 2 | 2 | ||||||||||
| 12) Participate the society and other professional groups about child development. | 1 | 1 | 2 | 1 | 2 | ||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | 2 | 1 | 2 | 2 | 1 | ||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | 2 | 2 | 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 | 1 | 2 | 2 | |||||||||||
| 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. | 2 |
| 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. | 2 |
| 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. | 3 |
| 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 | 14 | 28 |
| Study Hours Out of Class | 15 | 53 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 85 | |