| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE056 | ||||
| Course Name: | Children's Literature | ||||
| 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 main purpose of the course is to teach students the content, illustration and physical characteristics of children's books and to discuss the importance of a good book by presenting them with examples. At the end of the course, the student is expected to have gained theoretical and practical knowledge about the types and characteristics of children's books and story selection and preparation techniques. |
| Course Content: | Definition of children's books, their types (picture book, fairy tale, story, novel, comic book, best book, biography, reference works, theater work), topics that children are interested in according to their age and development levels, storytelling and reading techniques and the content of children's books, It contains information about illustrations and physical properties. |
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The students who have succeeded in this course;
1) Learns about children's literature and its genres. 2) Selects books appropriate to age groups and developmental characteristics. 3) Gains knowledge about book reading techniques. |
| Week | Subject | Related Preparation |
| 1) | Course Introduction | |
| 2) | Development of children's literature in Turkey | |
| 3) | History of preschool children's books | |
| 4) | Child and book interaction | |
| 5) | The place of books in the development of the child and book selection (Cognitive development-Language development) | |
| 6) | The place of books in the development of the child and book selection (Personality development-Social development) | |
| 7) | Types of preschool children's books | |
| 8) | Midterm | |
| 9) | Features that preschool children's books should have | |
| 10) | Genres of children's literature (fairy tales, stories and novels, poems) | |
| 11) | Types of children's literature (biographies, books about nature and science events, comics) | |
| 12) | Basic principles that children's literature products should be based on | |
| 13) | Instilling reading habits in children | |
| 14) | Final exam |
| Course Notes / Textbooks: | Güleç,H.,Geçgel,H.(2006). Çocuk Edebiyatı. Kök Yayıncılık, Ankara. Sever, S. (2010).Çocuk ve Edebiyat, Tudem Yayıncılık, İzmir. Şirin, M., (1998). Çocuk Edebiyatı. Çocuk Vakfı Yayınları, İstanbul. Nodelman, P., Reimer, M. (2003). The Pleasure of Children’s Literature, Allyn&Bacon. |
| References: | Ders notları |
| Course Learning Outcomes | 1 |
2 |
3 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 2 | 2 | 1 | ||||||||||||
| 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 | 1 | 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 | 2 | 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. | 1 | 1 | |||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 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 | ||||||||||||||
| 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 | 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 | 1 | ||||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 1 | 1 | 2 | ||||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 1 | 1 | 1 | ||||||||||||
| 12) Participate the society and other professional groups about child development. | 2 | 1 | 1 | ||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | 1 | 1 | 1 | ||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | 2 | 1 | 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 | 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. | 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. | 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 | 66 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 94 | |