| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE118 | ||||
| Course Name: | Physıcal Growth And Motor 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): | Yasemin Yılmazer | ||||
| Course Assistants: |
| Course Objectives: | Students' brain development and motor performance, body perception, motor development periods, factors affecting development, physical growth, factors affecting growth and evaluation of physical growth and motor development, studies supporting motor development, exercise programs specific to children that can be applied at home, school and outdoor areas, and To provide information on environmental regulation issues |
| Course Content: | Course Content This course; Developmental risks in infancy, safety in infancy, body perception and body perception according to age, factors affecting body perception and problems related to body perception, basic concepts and principles related to growth and development, factors affecting growth and development, critical periods in growth and development, according to age. growth and growth percentiles, the relationship between growth and development areas, physical growth supporting methods/approaches, basic concepts related to motor development, factors affecting motor development, the relationship of motor development with other development areas, gross and fine motor skills, age (0-18 years). It includes topics such as motor development, evaluation of motor development, methods/approaches that support motor development, and environmental regulation that supports motor development. |
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The students who have succeeded in this course;
1) Recognizes developmental risks in infancy. 2) Explains concepts related to body perception. 3) Summarizes the factors affecting body perception 4) Recognizes problematic situations regarding body perception and develops solution suggestions. 5) List the factors affecting growth and development. 6) Explains concepts related to physical growth and motor development. 7) Explains physical growth according to age. 8) Explains the stages of fine and gross motor development according to age. 9) Explains motor development evaluation. 10) Recognizes problems with physical growth and motor development and explains that she will refer them to relevant professionals 11) It offers and implements suggestions to support physical growth and motor development in line with the child's needs. |
| Week | Subject | Related Preparation |
| 1) | Basic concepts of growth, development, physical growth and motor development | |
| 2) | Principles of motor development Factors affecting growth and motor development | |
| 3) | Reflex movements period and its characteristics | |
| 4) | Primitive movements period and its characteristics | |
| 5) | Basic movements period and its features | |
| 6) | Basic movements period and its features | |
| 7) | Period of sports-related movements | |
| 8) | Midterm | |
| 9) | Body perception - Recognizing problem situations related to physical growth and motor development and offering solutions | |
| 10) | Activities that support motor development | |
| 11) | Motor development assessment according to age | |
| 12) | Physical fitness in children Perceptual motor abilities of children | |
| 13) | Counseling for families regarding physical growth and motor development | |
| 14) | Final exam |
| Course Notes / Textbooks: | Gallahue, D. L., Omzun, J. C. (1995). Understanding Motor Development. U.S.A Kirchner, G., Fishburne, G. J. (1995). Physical Education for Elementary School Children.U.S.A Thomas, J. R., Lee, A. M. Thomas, K. T. (1989). Physical Education for Children Daily Lesson Plans. U.S.A. Özer, S. D., Özer, K. (2000). Çocuklarda Motor Gelişim. Kazancı Kitap Tic. A.Ş. İstanbul. Gallahue, D. L., Omzun, J. C, Goodway, J.D. (Orijinal yayın: 2012) Understanding Motor Development Infants, Children, Adolescents, Adults (Çev. D. Özer Sevimay, A. Aktop- 2014) Motor Gelişimi Anlamak. Bebekler, Çocuklar, Ergenler, Yetişkinler.7. Baskı, Nobel Yayın, Ankara. |
| References: | Ders notları |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | |||||||||||||||
| 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. | |||||||||||||||
| 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. | |||||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | |||||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | |||||||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | |||||||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | |||||||||||||||
| 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. | |||||||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | |||||||||||||||
| 12) Participate the society and other professional groups about child development. | |||||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 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. | |||||||||||||||
| 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. | 2 |
| 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. | 2 |
| 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 | 56 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 84 | |