| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE039 | ||||
| Course Name: | Spesıfıc Lıfe Events And Crısıs Management | ||||
| Semester: | Fall | ||||
| 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): | Didem Elitez | ||||
| Course Assistants: |
| Course Objectives: | The aim of the course is to provide students with information about the child's life, such as death, acute, chronic or fatal diseases, divorce, migration, having a sibling, earthquake, etc. To provide perspective on how to be affected developmentally and coping methods in the context of family-child and environment in the face of sudden life events such as natural disasters. |
| Course Content: | To provide information about sudden life events that affect the child's life, such as divorce, migration, death, acute, chronic or fatal diseases, natural disasters, having a sibling, To provide information to the child and family about possible situations that may occur and what needs to be done in the face of these events from the perspective of a child development specialist. |
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The students who have succeeded in this course;
1) Knows what sudden life events are and their effects on the child's developmental processes. 2) Evaluates sudden life events in family-child and environment interaction. |
| Week | Subject | Related Preparation |
| 1) | What is the concept of sudden life event? | |
| 2) | Types of sudden life events | |
| 3) | Family and child in sudden life events | |
| 4) | Society and children in sudden life events | |
| 5) | Evaluation of divorce in terms of child, family and environment | |
| 6) | Evaluation of an acute, chronic or fatal disease that may occur in any family member or the child, from the perspective of the child. | |
| 7) | Evaluation of acute, chronic or fatal disease from the perspective of the child, family and society | |
| 8) | Midterm | |
| 9) | The concept of death and evaluation of death in the family in terms of child, family and environment | |
| 10) | Evaluation of a new sibling joining the family from the perspective of the other child | |
| 11) | Evaluation of the special needs of a new sibling joining the family or the special needs that may arise in family members from the child's perspective | |
| 12) | Evaluation of natural disaster situations such as earthquakes from the perspective of children, families and the environment | |
| 13) | Evaluation of migration in terms of child, family and environment | |
| 14) | Presentation | |
| 15) | Final exam preparation | |
| 16) | Final exam |
| Course Notes / Textbooks: | Çağdaş, A., Seçer, Şahin, Z. (2011). Anne Baba Eğitimi, Eğiten Kitap, Ankara. Ekşi, A. (Ed.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, İstanbul. Kağıtçıbaşı, Ç. (2010). Benlik, Aile ve İnsan Gelişimi Kültürel Psikoloji, Koç Üniversitesi Yayınları, İstanbul. |
| References: | Güler, T. (Ed.) (2010). Anne Baba Eğitimi. Pegem Akademi, Ankara. Tanhan, F., Arı İnci, F. (2009). Ölüm Eğitimi. Pegem Akademi, Ankara. |
| Course Learning Outcomes | 1 |
2 |
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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. | 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. | 3 |
| 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. | 3 |
| 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 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 3 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 3 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 3 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 3 |
| 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. | 3 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 3 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 3 |
| 12) | Participate the society and other professional groups about child development. | 3 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 3 |
| 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 | 66 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 98 | |