| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE301 | ||||
| Course Name: | Early Intervention | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Compulsory Courses | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Prof. Dr. NİLGÜN SARP | ||||
| Course Lecturer(s): | Nilgün Sarp | ||||
| Course Assistants: |
| Course Objectives: | The aim of this course is for students to acquire knowledge about the developmental characteristics of early childhood, and to enable them to assess the development of children aged 0-8 in light of this knowledge and to gain the competencies to take early intervention measures related to potential issues that may arise. |
| Course Content: | This course covers the definition and historical development of early intervention, developmental risk factors requiring early intervention, the objectives of early intervention, early intervention models, collaboration in early intervention, family-centered practices in early intervention, global and Turkish approaches to early intervention, and programs. |
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The students who have succeeded in this course;
1) Explains theoretical and practical knowledge covering the child's developmental domains within the scope of early intervention. 2) Characterizes the stages and characteristics of early intervention. 3) Evaluates early intervention techniques using models/theories appropriate for child development. 4) Provides recommendations for early intervention work with children and families using effective communication methods. 5) Organizes an educational environment for early intervention using education and communication materials suitable for the child's developmental stages. 6) Takes interdisciplinary approaches in the field of child development and education, and can create independent projects and activities in the field of early intervention using information technologies. 7) Adopts the principle of lifelong learning by effectively using ways to access information. |
| Week | Subject | Related Preparation |
| 1) | A discussion of what we know about early childhood and what we are curious about regarding the course | |
| 2) | An Overview of Developmental Stages | |
| 3) | Early Childhood Development: What Is It and Why Is It Important? | |
| 4) | History, Definitions, and Objectives of Early Intervention | |
| 5) | Topics in Early Intervention | |
| 6) | Steps in Early Intervention | |
| 7) | Midterm Exam | |
| 8) | Early Childhood Development Periods Intervention Programs | |
| 9) | Assessment in Early Intervention | |
| 10) | Early Intervention Programs in Different Countries | |
| 11) | Family-Centered Practices in Early Intervention | |
| 12) | Developing Early Intervention Programs | |
| 13) | The Role of Child Development Specialists in Creating Early Intervention Programs | |
| 14) | Final Exam |
| Course Notes / Textbooks: | Erken Müdahale, Hedef Yayıncılık, Editör Prof Dr Pınar Bayhan. ISBN 978-605-9877-72-5 |
| References: | Crawford, M. J., Weber, B. (2017). Her gün erken müdahale! Küçük çocuklar ve ailelerine yönelik günlük rutinlere yerleştirilmiş etkinlikler (Ö. Gözün Kahraman, Ş. Ceylan, M. Yıldız Bıçakçı, Çev.). Ankara: Nobel Yayın Dağıtım. Erken müdahale konusundaki makaleler, diğer bilimsel yayınlar |
| 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. | 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 |
| 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. | 1 |
| 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. | 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 |
| Homework Assignments | 2 | % 20 |
| Presentation | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 9 | 22 |
| Homework Assignments | 14 | 28 |
| Midterms | 1 | 1 |
| Final | 1 | 1 |
| Total Workload | 94 | |