| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE019 | ||||
| Course Name: | Early Literacy | ||||
| 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): | Hale Dere Çiftçi | ||||
| Course Assistants: |
| Course Objectives: | The aim of the course for each student; Students will be able to comprehend literacy and related concepts, theoretical framework of early literacy skills, content and development of early literacy skills, effects of home environment on literacy acquisition, approaches used to evaluate early literacy skills, strategies to support early life literacy skills, support strategies in school life, early literacy skills It is aimed to learn early literacy skills in children with special needs. |
| Course Content: | Literacy and related concepts, theoretical framework of early literacy skills, relationship between language and early literacy, early literacy, relationship between reading and academic achievement, content and development of early literacy skills, effects of home environment on literacy acquisition, approaches to assess early literacy skills, early literacy skills school supportive strategies in early life; strategies to support early literacy skills in the home environment; and children with special needs and early literacy skills. |
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The students who have succeeded in this course;
1) Defines literacy and related concepts 2) Explain the relationship between language and early literacy, 3) Explain the relationship between early literacy, reading and academic achievement 4) Evaluates early literacy skills by considering the content and development of early literacy skills and the effects of home environment, 5) Use early strategies to support early literacy skills in school life. |
| Week | Subject | Related Preparation |
| 1) | Literacy and related concepts | |
| 2) | Theoretical framework of early literacy skills | |
| 3) | Theoretical framework of early literacy skills | |
| 4) | The relationship between language and early literacy | |
| 5) | The relationship between early literacy, reading and academic achievement | |
| 6) | Content and development of early literacy skills | |
| 7) | Content and development of early literacy skills | |
| 8) | Midterm | |
| 9) | Evaluation of early literacy skills | |
| 10) | The effects and regulation of home environment in early literacy acquisition | |
| 11) | Approaches to the evaluation of early literacy skills | |
| 12) | Strategies to support early literacy skills in school life | |
| 13) | Strategies to support early literacy skills in a home environment | |
| 14) | Acquiring children with special needs and early literacy skills | |
| 15) | An overview | |
| 16) | Final |
| Course Notes / Textbooks: | Önerilen bir kaynak bulunmamaktadır. |
| References: | Önerilen bir kaynak bulunmamaktadır. |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
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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. | 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. | 3 |
| 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. | 2 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 3 |
| 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. | 3 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 50 |
| 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 | 28 |
| Study Hours Out of Class | 6 | 30 |
| Homework Assignments | 6 | 12 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 74 | |