Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Know the different features of children's literature from adult literature.
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Skills
(Describe as Cognitive and/or Practical Skills.)
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1) It makes the selection of visual broadcasts suitable for children's developmental level.
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2) Explain and apply the methods and techniques to be used in Turkish native language activities.
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Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) Explain the types of children's literature.
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2) Child writes book example.
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Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
Definition of children's literature, aim, importance, scope, development and history in the world |
Course slide
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2) |
The development of children's literature in Turkey |
Course slide
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3) |
Children-book relation in preschool period -0-3 age books and their properties -3-7 years old books and features |
Course slide
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4) |
Basic features that should be present in preschool children's print-format (shape, size, binding, cover, paper, page layout, letters and points, toys and cardboard books, speaking books) |
Course slide
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5) |
Illustrative features (color, line, shape, area and composition, style, detail, ratio, illustration techniques, traditional pictures, function of picture, picture-text relation) |
Course slide
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6) |
Basic features that should be included in visual children publications in pre-school period. Evaluation of printed and visual publications prepared for preschool children. |
Course slide
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7) |
The place of books in child's development and book selection for children
To guide children and families to use children's publications
-The effect on cognitive development -The effect on social development -The effect on social and moral development -Development of effect on development |
Course slide
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8) |
Midterm |
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9) |
Types of pre-school children's books -Reading books and poetry books -Recording books -Full books -Infrequent books -Starting books -Alfabe books -Realy story books. Types and characteristics of children's literature I-ninni -mani -department -discovery -multi |
Course slide
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10) |
Types and characteristics of children's literature II -music -fabl-reading parts -anim -destan -gezi |
Course slide
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11) |
Types and characteristics of children's literature III -children's newspapers and magazines -style of biography -kukla -shadow game |
Course slide
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12) |
Types and characteristics of children's literature IV-story and novel Story telling techniques to preschool children |
Course slide
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13) |
Turkish language activities in preschool education and basic principles to be considered in the planning and implementation of these activities |
Course slide
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14) |
Turkish-language activities to be used in the equipment tools
The relationship between children's literature and drama-dramatization in children's literature
Creating a sample archive from children's literature and media publications for children |
Course slide
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15) |
An overview |
Presentation
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Course Notes / Textbooks: |
1- Turla, A. (2018). Çocuk Edebiyatı. Ankara: Hedef Yayıncılık.
2- Şimşek, T. (2014). Çocuk Edebiyatı. Ankara: Rengarenk Yayınları.
3- Altunya, H. (2012). Türk Çocuk Edebiyatı Kaynakçası. Ankara: Ankara Üniversitesi Çocuk ve Gençlik Edebiyatı Uygulama ve Araştırma Merkezi Yayını.
4- Gürel, Z., Temizyürek F. ve Şahbaz, N. K. (2016). Çocuk Edebiyatı. Ankara: Pegem Akademi.
5- Erdal, K. (2010). Oyuna Dayalı Türler. Ankara: Pegem Akademi.
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References: |
1- Samur, Ö. A. (2011). Çocuk Edebiyatı ve Medya. Ankara: Vize.
2- Sever, S. (2008) Çocuk ve Edebiyat. İzmir: Tudem Yayıncılık.
3- Neydim, N. (2003) Çocuk ve Edebiyat. İstanbul: Bu Yayınevi.
4- Karaman Kepenekçi, Y. ve Aslan, C. (2011). Okul Öncesi Döneme Seslenen Kitaplarda Çocuk Hakları. Ankara: Ankara Üniversitesi Çocuk ve Gençlik Edebiyatı Uygulama ve Araştırma Merkezi Yayını.
5- Oğuzkan, A. F. (2000) Çocuk Edebiyatı. Ankara: Anı Yayıncılık.
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Explains the basic, theoretical and practical knowledge about child development, |
5 |
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1.1 Explains the developmental characteristics and learning methods and techniques of children with normal development who need special education. |
5 |
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1.2 Education of children aged 0-18; expresses the relationship between importance, purpose and principles. |
4 |
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1.3 Explain the theories about developmental areas. |
5 |
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1.4 Explains basic, theoretical information about children's rights. |
5 |
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1.5 Informs the families of children in normal development and children in need of special needs. |
4 |
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1.6 Professional ethics and responsibility awareness about the field. |
5 |
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1.7 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency. |
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2) |
Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field. |
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2.1 Design educational materials suitable for children's developmental levels and developing technology. |
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2.2 Accesses and uses resources to access information. |
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2.3 Uses computer programs and technology in the subjects and processes related to the field. |
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3) |
Applies the theoretical knowledge in business life during a semester. |
4 |
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3.1 Experiences all processes in business life. |
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3.2 Takes part in activities related to the field of education in a business operating in
the field. |
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3.3 Questions the application with theoretical knowledge. |
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3.4 Compiles the knowledge and experience gained in the field. |
4 |
4) |
It is in the process of effective communication by supporting quantitative and qualitative data and solutions to the related persons and institutions on issues related to the field of child development. |
4 |
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4.1 Works in collaboration with other disciplines. |
4 |
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4.2 Communicates effectively with children, family, colleagues and related institutions and organizations. |
3 |
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4.3 She takes part in teamwork during her education. |
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4.4 Its appearance, attitude, attitude and behavior make it an example for society. |
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5) |
The competencies that are developed in line with the expectations of the business world and society and which are defined as the institutional outputs of our university are at the basic level. |
4 |
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5.1 Acquires competency of analyzing and solving the problems. |
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5.2 Has awareness for ethical and social responsibility. |
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5.3 Takes responsibility as a team member in works and operations of his/her field. |
4 |
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5.4 Is aware of written, verbal communication and interaction. |
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5.5 Follows the developments of advanced technology and digital transformation. |
4 |
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5.6 Acquires the awareness for lifelong learning. |
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5.7 Has awareness about citizenship competency. |
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5.8 Evaluates the developments of his/her field with the understanding of an
entrepreneur. |
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5.9 Acquires communication in a Foreign Language (English) competence defined on
the level of at least A2 in European Language Portfolio. (In programs whose medium of
instruction is English, on the level of B1). |
4 |
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5.10 Gains the competence of developing a Global Perspective. |
4 |
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5.11 Cultural Consciousness and Expression develops competence. |
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5.12 Gain Social and Citizenship Qualification. |
3 |
WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Course |
14 |
3 |
42 |
Laboratory |
0 |
0 |
0 |
Application |
0 |
0 |
0 |
Special Course Internship (Work Placement) |
0 |
0 |
0 |
Field Work |
0 |
0 |
0 |
Study Hours Out of Class |
0 |
0 |
0 |
Presentations / Seminar |
0 |
0 |
0 |
Project |
0 |
0 |
0 |
Homework Assignments |
1 |
8 |
8 |
Total Workload of Teaching & Learning Activities |
- |
- |
50 |
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Quizzes |
2 |
12 |
24 |
Midterms |
1 |
10 |
10 |
Semester Final Exam |
1 |
16 |
16 |
Total Workload of Assesment & Evaluation Activities |
- |
- |
50 |
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
100 |
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
4 |