SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
50912TATOZ-CGE0082	Children's Literature	1	Spring	3	0	3	4

Course Type :	Compulsory
Cycle:	Associate      TQF-HE:5. Master`s Degree      QF-EHEA:Short Cycle      EQF-LLL:5. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Dr. Öğr. Üyesi NİLAY ÖZER PELVANOĞLU
Dersin Öğretim Eleman(lar)ı:	Dr. Öğr. Üyesi NİLAY ÖZER PELVANOĞLU
Dersin Kategorisi:	Field Specific

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

To promote children's literature in the world and in Turkey, understand the importance of the profession, ensure the correct implementation of planned activities of Turkish mother tongue. To be able to use visual broadcasts correctly in education as well as printed publications.

Course Content:

The development of children's literature in the world and Turkey. The importance of acquaintance with qualified children's books in childhood and the function of children's literature works in educating sensitive individuals who have acquired a reading culture. Characteristics of printed and visual children publications (design, content, educational). Examining these features on the selected examples of Turkish and world classics in children's literature. Adverse effects of unqualified publications on child development. The suitability of children's books to age groups and the relationship between children's books. Types of children's literature (poetry, epic, fairy tale, story, novel, rhyme, riddle etc.) characteristics and contributions to the development of the child. Turkish language activities in preschool education and the basic principles and considerations in planning and implementation of these activities. Characteristics of the tools to be used during Turkish language activities. Methods and techniques used in the implementation of the event.

Course Specific Rules

As in other courses, 70% attendance is required.

Course Learning Outcomes (CLOs)

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:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Know the different features of children's literature from adult literature.

Skills (Describe as Cognitive and/or Practical Skills.)

1) It makes the selection of visual broadcasts suitable for children's developmental level.

2) Explain and apply the methods and techniques to be used in Turkish native language activities.

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.)

1) Explain the types of children's literature.

2) Child writes book example.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Definition of children's literature, aim, importance, scope, development and history in the world	Course slide
2)	The development of children's literature in Turkey	Course slide
3)	Children-book relation in preschool period -0-3 age books and their properties -3-7 years old books and features	Course slide
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
5)	Illustrative features (color, line, shape, area and composition, style, detail, ratio, illustration techniques, traditional pictures, function of picture, picture-text relation)	Course slide
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
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
8)	Midterm
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
10)	Types and characteristics of children's literature II -music -fabl-reading parts -anim -destan -gezi	Course slide
11)	Types and characteristics of children's literature III -children's newspapers and magazines -style of biography -kukla -shadow game	Course slide
12)	Types and characteristics of children's literature IV-story and novel Story telling techniques to preschool children	Course slide
13)	Turkish language activities in preschool education and basic principles to be considered in the planning and implementation of these activities	Course slide
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
15)	An overview	Presentation

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

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.

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.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1							KPLO 2			KPLO 3				KPLO 4				KPLO 5
	1	2	3	4	5	6	7	1	2	3	1	2	3	4	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11	12
CLO1
CLO2
CLO3
CLO4
CLO5

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Explains the basic, theoretical and practical knowledge about child development,	5
	1.1 Explains the developmental characteristics and learning methods and techniques of children with normal development who need special education.	5
	1.2 Education of children aged 0-18; expresses the relationship between importance, purpose and principles.	4
	1.3 Explain the theories about developmental areas.	5
	1.4 Explains basic, theoretical information about children's rights.	5
	1.5 Informs the families of children in normal development and children in need of special needs.	4
	1.6 Professional ethics and responsibility awareness about the field.	5
	1.7 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency.
2)	Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field.
	2.1 Design educational materials suitable for children's developmental levels and developing technology.
	2.2 Accesses and uses resources to access information.
	2.3 Uses computer programs and technology in the subjects and processes related to the field.
3)	Applies the theoretical knowledge in business life during a semester.	4
	3.1 Experiences all processes in business life.
	3.2 Takes part in activities related to the field of education in a business operating in the field.
	3.3 Questions the application with theoretical knowledge.
	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
	4.1 Works in collaboration with other disciplines.	4
	4.2 Communicates effectively with children, family, colleagues and related institutions and organizations.	3
	4.3 She takes part in teamwork during her education.
	4.4 Its appearance, attitude, attitude and behavior make it an example for society.
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
	5.1 Acquires competency of analyzing and solving the problems.
	5.2 Has awareness for ethical and social responsibility.
	5.3 Takes responsibility as a team member in works and operations of his/her field.	4
	5.4 Is aware of written, verbal communication and interaction.
	5.5 Follows the developments of advanced technology and digital transformation.	4
	5.6 Acquires the awareness for lifelong learning.
	5.7 Has awareness about citizenship competency.
	5.8 Evaluates the developments of his/her field with the understanding of an entrepreneur.
	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
	5.10 Gains the competence of developing a Global Perspective.	4
	5.11 Cultural Consciousness and Expression develops competence.
	5.12 Gain Social and Citizenship Qualification.	3

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Total		%
PERCENTAGE OF SEMESTER WORK		% 0
PERCENTAGE OF FINAL WORK		%
Total		%

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

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