| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE017 | ||||
| Course Name: | Development in Superior and Special Talents | ||||
| 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): | Dr. Öğr. Üyesi Ayşegül İşlekeller Bozca | ||||
| Course Assistants: |
| Course Objectives: | The aim of the course for each student; The aim of this course is to provide the students with the ability to prepare an educational program suitable for the developmental characteristics of gifted children and to provide the students with the ability to offer suggestions for their families. |
| Course Content: | Definitions and concepts of superior and special ability, giftedness and environment, giftedness and inheritance, gender and giftedness, developmental and educational characteristics of gifted children, individual differences in gifted and gifted children, educational needs of gifted children and educational arrangements, cognitive , social-emotional needs, problems faced by gifted children and their solutions, gifted people and their families. |
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The students who have succeeded in this course;
1) Explains the basic concepts of gifted education to the participants. 2) Discusses the skills required for special education. 3) Examines the differentiations to be made in the education of gifted children. 4) Examines theories of intelligence. 5) Examines the developmental characteristics of gifted children. 6) Examines the diagnosis stages of gifted children. 7) Makes educational program designs for gifted children. 8) Explains the education models. 9) Explain the social emotional guidance of gifted children. |
| Week | Subject | Related Preparation |
| 1) | Intelligence Definitions and History | |
| 2) | Intelligence Definitions and History | |
| 3) | Theories of Gifted Intelligence | |
| 4) | Developmental Characteristics of the Gifted Children | |
| 5) | Developmental characteristics of gifted children | |
| 6) | Diagnosing gifted children | |
| 7) | Diagnosing Gifted Children | |
| 8) | Midterm | |
| 9) | Educational strategies of gifted children | |
| 10) | Educational strategies of gifted children | |
| 11) | Curriculum models for gifted children | |
| 12) | Program models for gifted children | |
| 13) | Evaluation of programs for gifted children | |
| 14) | Guidance for gifted children | |
| 15) | Attitudes and characteristics of teachers | |
| 16) | Final Exam |
| Course Notes / Textbooks: | Eric P. Widmater, Hershel Raff, Kevin T. Strang, Vander İnsan Fizyolojisi |
| References: | Eric P. Widmater, Hershel Raff, Kevin T. Strang, Vander İnsan Fizyolojisi |
| 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) 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. | 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 |
| 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. | 3 |
| 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. | 1 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 1 |
| 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. | 3 |
| 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 |
| Attendance | 1 | % 10 |
| Midterms | 1 | % 40 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 5 | 18 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 64 | |