| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE040 | ||||
| Course Name: | Rhythm, Dance And Orff At Early Chıldhood | ||||
| Semester: | Fall | ||||
| Course Credits: |
|
||||
| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
|
||||
| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. DİDEM ELİTEZ | ||||
| Course Lecturer(s): | Didem Elitez | ||||
| Course Assistants: |
| Course Objectives: | Definition of music, its purposes, its importance in education; Music development in childhood, music techniques used in education, Sound Listening and discrimination, Singing, Creative movement and dance, Rhythm, Musical stories, The role and importance of the educator, Environment and instruments, The relationship of music with other areas of development, Approaches to music, Different To provide them with information about music studies with children's groups (e.g. babies, disabled people, hospitalized children...). |
| Course Content: | The importance of auditory perception in childhood and throughout life, The importance of auditory perception and music in child development, The relationship of music with developmental areas, Music development in childhood, Music techniques used in music studies in childhood, Sound Listening and discrimination, Singing, Creative movement and dance, Rhythm ,Musical stories,The role and importance of the developer/educator/family,Environment and instruments,Approaches to music,The therapeutic role of music,Different child groups (e.g. babies, preschool children, primary school children, disabled, hospitalized children... Preparation, implementation and evaluation of music programs that can be used to support development for |
|
The students who have succeeded in this course;
1) At the end of this course, the student will be able to understand the importance of auditory perception in childhood and throughout life, the importance of music in child development and the relationship of music with developmental areas. 2) Will be able to list the development of music according to its developmental periods. 3) Will be able to comprehend and interpret the techniques used, understand their similarities and differences, and be prepared to use these techniques with children. 4) Will be able to define the characteristics of the environment and materials with the developer/educator/family and give examples. 5) Be able to state and compare approaches to music 6) Will be able to prepare, implement and evaluate music programs that can support the development of different groups of children. |
| Week | Subject | Related Preparation |
| 1) | Course Introduction | |
| 2) | The importance of auditory perception in childhood and throughout life The importance of auditory perception and music in child development | |
| 3) | The relationship between music and developmental areas - Music development in childhood | |
| 4) | Musical techniques used in musical studies during childhood | |
| 5) | Creative Movement and Dance-Activity Examples | |
| 6) | Breath Opening Singing - Activity Examples | |
| 7) | Musical Story-Activity Examples | |
| 8) | Midterm | |
| 9) | Techniques and Student Presentations | |
| 10) | The role and importance of the developer/educator/family | |
| 11) | Instruments Approaches to Music | |
| 12) | Special Needs and Music Therapy | |
| 13) | Application Examples | |
| 14) | Application Examples | |
| 15) | Application Examples | |
| 16) | Final exam |
| Course Notes / Textbooks: | Artan, İsmihan. (1994),Okulöncesi Dönemde Müzik Eğitimi ve Etkinlik Örnekleri,Okulöncesi Eğitimciler İçin El kitabı, YA-PA Yayınları, İstanbul. Eliason, C. Jenkins, Loa., (1994), A Practical Guide to Early Childhood Curriculum, 5th Edition, MacMillan College Publishing Company, U.S.A. McDonald, T. Dorothy Simons, Gene, M., (1989) Musical Growth and Development, Schirmer Books |
| References: | Ders notları |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
|||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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. | 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. | 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. | 1 |
| 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. | 1 |
| 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. | 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. | 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. | 1 |
| 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. | 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. | 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 | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Midterms | 1 | 0 | 0 | ||||
| Final | 1 | 0 | 0 | ||||
| Total Workload | 0 | ||||||