| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE045 | ||||
| Course Name: | Turkısh Sıgn Language | ||||
| 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 this course is to inform students about the basic structure, features and brief history of Turkish sign language, and to enable students to establish basic communication with hearing impaired people through Turkish sign language finger alphabet and signs. It is aimed for students to communicate more effectively in certain fields, especially by learning signs specific to their profession. |
| Course Content: | - History of Turkish sign language - Turkish sign language finger alphabet - Basic signs - Positive and negative sentence structures - Question sentences - Special signs for the professional field - Advanced communication skills |
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The students who have succeeded in this course;
1) Have basic information about the history of Turkish sign language. 2) Turkish sign language uses the finger alphabet effectively. 3) It provides basic communication with hearing impaired people by correctly using the signs of basic words, verbs and adjectives used in sign language. 4) Knows how to use special signs in the professional field. |
| Week | Subject | Related Preparation |
| 1) | History of Turkish sign language | |
| 2) | Turkish sign language finger alphabet | |
| 3) | Personal pronouns - Meeting, greeting - Self-introduction | |
| 4) | Family and relative relations - Professions - Numbers | |
| 5) | Days, weeks, months, years, Basic Verbs-Colors | |
| 6) | Classroom application- Positive and negative sentence structures | |
| 7) | Midterm | |
| 8) | Explanations about health - Body and organs | |
| 9) | Organizations - Job applications and working life | |
| 10) | sports terms | |
| 11) | Countries and cities | |
| 12) | Question Sentences | |
| 13) | General repetition and practice | |
| 14) | In-class application | |
| 15) | Final exam |
| Course Notes / Textbooks: | -MEB, Yetişkinler İçin Türk İşaret Dili Kılavuzu, Millî Eğitim Bakanlığı Yayınevi, Ankara, 1995-Akıllı Türk İşaret Dili Hazırlık Kitabı, Ankara Çankaya İşitme Engelliler Gençlik Spor Kulübü Derneği, T.C Kültür Bakanlığı, Ankara, Ekim 2012-H. McLaughlin, Sağırlar Okulları Öğretmenlerine Mahsus El Kitabı, Maarif Basımevi, İstanbul, 1955-Ulrike Zeshan, ?Sign Language in Turkey: The story of a hidden language?. Turkic Languages 6: 2, 229-274, 2002-İşaretçe: Türk İşaret Dili Sözlüğü isaretce.com/- Türk İşaret Dili Sözlüğü.- Güncel Türk İşaret Dili Sözlüğü tidsozluk.net/ |
| References: | Ders notları |
| 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 | 3 | 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. | 3 | 1 | 1 | 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 | 3 | 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 | 3 | 2 | 1 | |||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 1 | 2 | 1 | 2 | |||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 2 | 2 | 2 | 1 | |||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 1 | 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 | 1 | 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. | 1 | 1 | 2 | 1 | |||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 2 | 2 | 1 | 1 | |||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 2 | 1 | 1 | 1 | |||||||||||
| 12) Participate the society and other professional groups about child development. | 2 | 2 | 2 | 2 | |||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | 3 | 1 | 1 | 2 | |||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | 1 | 2 | 2 | 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 | 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. | 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. | 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. | 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 | 15 | 60 |
| Homework Assignments | 3 | 9 |
| Final | 1 | 2 |
| Total Workload | 97 | |