Course Objectives: |
To teach the importance of the game in children's development and the game theories, to give the ability to plan and implement the game time in pre-school education institutions, to introduce the game materials according to age and developmental features, to comprehend the methods of recognizing the child through play to gain the ability of material development, to introduce Turkish culture and games and toys in different cultures |
Course Content: |
Definition of the Game, Opinions about the Game in Childhood History, The Views of the Educators in the Preschool, Game-related Theories, Early Childhood Development and Play, Play Stages During the Development of the Child, The Role of the Game in the Development of Creativity, The Role of Game in Cognitive-Language Development, Cognitive-Language Development Game Role, The Role of the Game in Emotional and Social Development, The Role of Outdoor Games in the Development of Body and Movement (Motor Skill), The Game Environment of the Mismatched Behaviors, Game Corners Suitable for Development and Education Areas, Monitoring Children's Games by Observation, Record Keeping and Report Preparation, Different Developing Children in Play Education in Hospital Play |
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) Understands the importance and place of play in child development.
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Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Plans and applies game hours in preschool education institutions
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2) Knows the examples of play for preschool children and develops creative material for educational purposes
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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) Recognize play materials according to age and developmental characteristics
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2) Explain the methods of recognizing the child through the game
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Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
The Place of the Game in Early Childhood Development and Education, |
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2) |
Game Description and Features |
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3) |
Opinions about the play in childhood history, pre-school educators' views on the game |
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4) |
Theories of Play |
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5) |
Early Childhood Development and Play, Play Stages of Child Development |
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6) |
Role of the Game in the Development of Creativity, Cognitive - Role of Game in Language Development, |
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7) |
Cognitive - The Role of the Game in Language Development, The Role of the Game in Emotional and Social Development |
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8) |
Midterm |
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9) |
The Role of Outdoor Games in Body and Movement (Motor Skill) Development |
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10) |
Incompatible Behavior Training in Game Environment |
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11) |
Planning Game Activities and Choosing Material |
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12) |
Game Corners Suitable for Development and Education Areas |
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13) |
Monitoring Children's Games by Observation, Record Keeping and Report Preparation |
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14) |
Play through Children in Different Developing Children Play in Hospital |
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15) |
Education through play in different developing children Hospital Play |
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Course Notes / Textbooks: |
1- Aksoy, B. A. (Ed.) (2018). Çocuk ve Oyun. Ankara: Hedef Yayıncılık.
2- Ulutaş, A. (2012). Okul Öncesi Eğitimde Oyun. Ankara: Eğiten Kitap.
3- Nacar, E. ve Çoban, B. (2006). Okul Öncesi Eğitimde Eğitsel Oyunlar. Nobel Akademik Yayıncılık.
4- Önder, A. ve Şahan Aktan, B. ve Bayındır, D. ve Balaban Dağal, A. ve Dibek, E. ve Küçükoğlu, E. ve Yılmaz, E. ve Yavuz, A. ve Adagideli, F Y. ve Ünsal, F Ö. ve Arslan Çiftçi, H. ve Tunçeli, H İ. ve Kamaraj, I. ve Yukay Yüksel, M. ve Sarı, O T. ve Güner, P. ve Yalçınkaya, T. ve Mısırlı, Z A. ve Kılıç, Z. (2017). Erken Çocuklukta Oyun ve Oyun Yoluyla Öğrenme. Nobel Akademik Yayıncılık.
5- Aksoy, A B. Okul öncesi Eğitimde Oyun. Ankara: Hedef Yayıncılık.
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References: |
1- Özdoğan, B. (2000). Çocuk ve Oyun. Çocuğa Oyunla Yardım. Anı Yayınları.
2- Çelebi Önci, E. ve Özbay Ünlüler, E. (2012). Oyun Etkinlikleri Sandığı. Ankara: Vize Yayıncılık.
3- Özer, D. (2017). Motor Gelişim. Ankara: Pegem Akademi.
4- Sel, R. (2000). Okul Öncesi Çocuklarına Oyunlar- Rondlar. İstanbul: YA-PA Yayınları.
5- Aksoy, A. ve Dere Çiftçi, H. (2014). Oyun Alanı Materyal ve Oyuncaklar. Ankara: Hedef 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. |
5 |
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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. |
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1.5 Informs the families of children in normal development and children in need of special needs. |
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1.6 Professional ethics and responsibility awareness about the field. |
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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. |
4 |
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3.4 Compiles the knowledge and experience gained in the field. |
5 |
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. |
4 |
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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. |
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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. |
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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). |
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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. |
4 |
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5.12 Gain Social and Citizenship Qualification. |
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WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Course |
15 |
3 |
45 |
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 |
- |
- |
53 |
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Quizzes |
2 |
12 |
24 |
Midterms |
1 |
16 |
16 |
Semester Final Exam |
1 |
20 |
20 |
Total Workload of Assesment & Evaluation Activities |
- |
- |
60 |
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
113 |
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
4 |