Child Development | |||||
Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 |
Course Code: | UNI367 | ||||
Course Name: | Gender Studies | ||||
Semester: | Fall | ||||
Course Credits: |
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Language of instruction: | Turkish | ||||
Course Condition: | |||||
Does the Course Require Work Experience?: | No | ||||
Type of course: | University Elective | ||||
Course Level: |
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Mode of Delivery: | E-Learning | ||||
Course Coordinator: | Dr. Öğr. Üy. SELEN YANMAZ | ||||
Course Lecturer(s): | Selen Yanmaz, Ezgi Ildırım | ||||
Course Assistants: |
Course Objectives: | The aim of this course is to have students approach gender from a sociological and psychological perspective. It aims to familiarize students with the basic issues regarding gender today while teaching them about the historical context. It also aims to have students understand how gender studies have changed over time. |
Course Content: | This course consists of studying basic themes and theories regarding gender studies. Students learn to approach gender from a sociological and psychological perspective, focusing on major issues regarding the social construction of gender, gender socialization and gender inequality. |
The students who have succeeded in this course;
1) Students learn about the social construction of gender 2) They become aware of gender discrimination 3) They gain knowledge about approaches to gender 4) They gain historical knowledge about feminism and the struggle for women's rights |
Week | Subject | Related Preparation |
1) | Introduction | |
2) | What is Gender? | |
3) | Gender Socialization and Stereotypes I | |
4) | Gender Socialization and Stereotypes II: Role Models | |
5) | Gender Discrimination I | |
6) | Gender Discrimination II | |
7) | Gender Discrimination III | |
8) | Midterm Week | |
9) | Midterm Week | |
10) | What are Gender and Sexual Orientation? Social Construction of Sex and Gender, Performance of Gender | |
11) | Gender and Mental Health | |
12) | Gender Socialization | |
13) | Gender Approaches | |
14) | Gender Inequality and Feminism, Women's Rights |
Course Notes / Textbooks: | Toplumsal Cinsiyet Sosyalizasyonu, Toplumsal Cinsiyet Yaklaşımları Macionis, John. 2015. “Bölüm 13: Toplumsal Cinsiyet tabakalaşması” Blockstone, Amy M. 2021. “Cinsiyet Rolleri ve Toplum” (online https://www.sosyalbilimler.org/cinsiyet-rolleri-toplum/) Toplumsal Cinsiyet Eşitsizliği ve Feminizm UNFPA. “Toplumsal Cinsiyet Eşitliği”. (online - https://turkiye.unfpa.org/tr/topics/toplumsal-cinsiyet-e%C5%9Fitli%C4%9Fi) Cinsiyet Eşitliği İzleme Derneği. “Türkiye’de Toplumsal Cinsiyet Eşitliğini İzleme Raporu” (online - https://ceidizler.ceid.org.tr/dosya/turkiyedetoplumsal-cinsiyetesitliginiizlemeraporu20212022pdf.pdf) Baran Görgün, Aylin. 2021. “Feminizmin Gelişim Serüveni: Dalga Yerine Kuşak Diyelim mi?” (online - https://kockam.ku.edu.tr/feminizmin-gelisim-seruveni-dalga-yerine-kusak-diyelim-mi-aylin-gorgun-baran/) Feminist Bellek. 2021. “Feminizm” (online - https://feministbellek.org/feminizm/) |
References: | Giddens, Anthony ve Philip Sutton. 2021. “Bölüm 15: Toplumsal Cinsiyet ve Cinsellik”. Sosyoloji. 636-684 Cinsel Şiddetle Mücadele Derneği. “Toplumsal Cinsiyet Kavramları” (online - https://cinselsiddetlemucadele.org/2019/06/20/toplumsal-cinsiyet-kavramlari-2/#) Feminist Bellek. “Cinsel Yönelim” ( online - https://feministbellek.org/cinsel-yonelim/) Kurabiye cinsiyet (online - https://parentsdergisi.com/bebekcocuk/ben-yine-senin-cocugunum/attachment/kurabiye-cinsiyet-3/) |
Course Learning Outcomes | 1 |
2 |
3 |
4 |
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Program Outcomes | |||||||||||||||
1) Prepares, implements and evaluates educational programs, appropriate learning environments, materials taking into account the developmental characteristics and individual differences of children. | |||||||||||||||
2) Develops original products, projects and activities related to child development, manages these studies, evaluates and evaluates the process. | |||||||||||||||
3) Follow science and technology and have critical thinking skills. | |||||||||||||||
4) Uses effective teaching and communication methods which may be necessary in the guidance and counseling activities for families and develops solutions when they encounter an unpredictable situation. | |||||||||||||||
5) It follows information in the field by using a foreign language at least at the level of European Language Portfolio A2 General Level. | |||||||||||||||
6) Uses information and communication technologies together with computer software at the basic level of at least European Computer Driving License required by the field. | |||||||||||||||
7) Has knowledge about ethical principles and rules in the field. | |||||||||||||||
8) It shares the knowledge gained in the field of Child Development with the people working in the field and with the social responsibility consciousness. | |||||||||||||||
9) It has the awareness of lifelong learning and directs its education to an advanced level of education in the same field or to a profession at the same level. | |||||||||||||||
10) Knows democracy, human rights, children's rights, social, scientific and professional ethical values, relevant legislation and acts accordingly. | |||||||||||||||
11) The researcher is open to changes, creative, problem-solving skills and the ability to share solutions. | |||||||||||||||
12) Knows the applications of different characteristics of children to society. It has the ability to produce different solutions to the problem situation for children and enables the employees to take responsibility for the solutions. | |||||||||||||||
13) Understands the place and importance of the game in pre-school education, the child knows how to use the game as a means of rehabilitation and self-expression. | |||||||||||||||
14) Selects and uses the modern techniques and tools required for pre-school education. Communicates with other areas that may be associated with the field. | |||||||||||||||
15) The individual has sufficient consciousness about environmental protection and occupational safety and behaves according to these processes. Its appearance, attitude, attitude and behavior make it an example for society. |
No Effect | 1 Lowest | 2 Average | 3 Highest |
Program Outcomes | Level of Contribution | |
1) | Prepares, implements and evaluates educational programs, appropriate learning environments, materials taking into account the developmental characteristics and individual differences of children. | |
2) | Develops original products, projects and activities related to child development, manages these studies, evaluates and evaluates the process. | |
3) | Follow science and technology and have critical thinking skills. | |
4) | Uses effective teaching and communication methods which may be necessary in the guidance and counseling activities for families and develops solutions when they encounter an unpredictable situation. | |
5) | It follows information in the field by using a foreign language at least at the level of European Language Portfolio A2 General Level. | |
6) | Uses information and communication technologies together with computer software at the basic level of at least European Computer Driving License required by the field. | |
7) | Has knowledge about ethical principles and rules in the field. | |
8) | It shares the knowledge gained in the field of Child Development with the people working in the field and with the social responsibility consciousness. | |
9) | It has the awareness of lifelong learning and directs its education to an advanced level of education in the same field or to a profession at the same level. | |
10) | Knows democracy, human rights, children's rights, social, scientific and professional ethical values, relevant legislation and acts accordingly. | |
11) | The researcher is open to changes, creative, problem-solving skills and the ability to share solutions. | |
12) | Knows the applications of different characteristics of children to society. It has the ability to produce different solutions to the problem situation for children and enables the employees to take responsibility for the solutions. | |
13) | Understands the place and importance of the game in pre-school education, the child knows how to use the game as a means of rehabilitation and self-expression. | |
14) | Selects and uses the modern techniques and tools required for pre-school education. Communicates with other areas that may be associated with the field. | |
15) | The individual has sufficient consciousness about environmental protection and occupational safety and behaves according to these processes. Its appearance, attitude, attitude and behavior make it an example for society. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Midterms | 1 | % 20 |
Final Sözlü | 1 | % 70 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 100 | |
PERCENTAGE OF FINAL WORK | % | |
total | % 100 |
Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
Course Hours | 14 | 2 | 2 | 56 | |||
Midterms | 1 | 20 | 2 | 22 | |||
Final | 1 | 45 | 2 | 47 | |||
Total Workload | 125 |