| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE120 | ||||
| Course Name: | Socıal And Emotıonal 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: | Students should be informed about social-emotional and personality development, be able to give advice to families, professionals, and relevant institutions and organizations regarding social-emotional and personality development, be able to recognize delays and problem situations related to social-emotional and personality development, and provide appropriate guidance. |
| Course Content: | Basic concepts related to social emotional development and personality development, emotional development, approaches to personality development, factors affecting personality development, social emotional development process, approaches to social development, factors affecting social emotional development, definition and evaluation of social skills, recognition of delay situations, sexual development and education, moral development, suggestions for parents and educators regarding social-emotional, sexual and personality development |
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The students who have succeeded in this course;
1) Be able to define the basic concepts related to social-emotional and personality development, understand and list the process of social-emotional development. 2) Know and compare basic personality development theories and theories related to social development 3) Will be able to obtain information about the factors affecting social emotional development and personality development and develop suggestions to turn the effects of these factors into a positive direction. 4) Be able to recognize delay situations and be sensitive to delays, show appropriate behavior in case of delay, and understand the importance of personality development. 5) Ability to gain the ability to provide correct guidance regarding personality development in childhood |
| Week | Subject | Related Preparation |
| 1) | Basic concepts of social emotional development and personality development | |
| 2) | Theories about personality development | |
| 3) | Factors affecting personality development | |
| 4) | emotional development | |
| 5) | Recognizing problematic situations in emotional development, suggestions for parents | |
| 6) | Recognizing problematic situations in emotional development, suggestions for parents | |
| 7) | Theories about social development | |
| 8) | Midterm | |
| 9) | Evaluating social skills, recognizing delays, determining appropriate intervention methods, suggestions for parents | |
| 10) | Sexual development and education in children, Suggestions for parents on sexual development and education / Class Discussion | |
| 11) | Moral Development | |
| 12) | Examining the research done on the subject, developing suggestions for preparing a project / HOMEWORK | |
| 13) | Case Study, Role Playing/Drama | |
| 14) | Case Study, Role Playing/Drama | |
| 15) | Final exam |
| Course Notes / Textbooks: | Artan, İ. (2018). Cinsel Gelişim ve Eğitim, Hedef Yayıncılık, Ankara. Bergen, Doris. (2007), Human Development, Traditional and Contemporary Theories, Pearson Prentice Hill, USA. Berger, Kathleen Stassen. (2004), The Developing Person, Through the Life Span, Sith Ed., Worth Publishers, USA. Mussen, Paul Henry Conger, John Janeway Kagan, Jerome Huston, Aletha Carol. (1990). Child Development and Personality, Seventh Ed., Harper Collins Publishers, USA. |
| References: | Owens, Karen B. (2002), Child and Adolescent Development, Wadsworth, USA. San Bayhan, P. Artan, İ. (2004), Çocuk Gelişimi ve Eğitimi, MORPA Kültür Yayınları, İstanbul. Santrock, John W.(1998), Child Development, Eighth Ed., Mc-Graw Hill, USA. Thomas, R. Murray. (2005), Comparing Theories of ChildDevelopment, sixth Ed., Wadsworth, USA. |
| 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. | 2 | 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. | 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. | 1 | 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. | 3 | 3 | |||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 3 | 3 | |||||||||||||
| 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. | 3 | 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. | 1 | ||||||||||||||
| 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. | 2 | 1 | |||||||||||||
| 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. | 3 | 2 | |||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | 3 | 2 | 2 | ||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | 1 | 1 | 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 | 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. | 2 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 1 |
| 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. | 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. | 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. | 1 |
| 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. | 1 |
| 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 | 13 | 26 |
| Study Hours Out of Class | 14 | 47 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 77 | |