SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
50912METOZ-CGE0163	Program Development in Early Childhood	2	Fall	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 FATMA MELTEM YURTSEVEN
Dersin Öğretim Eleman(lar)ı:
Dersin Kategorisi:	Programme Specific

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

The aim of this course; The aim of the course is to enable the student to apply the principles related to the planning of instruction by taking into consideration the curriculum development elements of the curriculum development process.

Course Content:

Principles of program preparation for Early Childhood Period, Educational Methods and Techniques, Activity types, Application techniques, In-class practice, Determining the gains and indicators for development areas, Program Evaluation Process, Evaluation methods of children in classroom environment in early childhood, Case study- Group work, Development of materials suitable for development includes in-class practice.

Course Specific Rules

As in other courses, 70% attendance is compulsory.

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) Knows the principles of training program.

2) Define the concepts of curriculum development.

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

1) Plans activities appropriate to the gains and indicators.

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) Students will be able to evaluate the program and write an evaluation report.

2) Determines the gain-indicators for development areas.

3) Have the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational tools and resources.

4) In the field of child development, he / she interprets and evaluates evidence-based data by using advanced knowledge and skills covering all areas of development, analyzes developmental problems, develops solutions for children with typical and atypical development by considering ethical values and participates in the studies as a member of a team.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Course Introduction
2)	Principles of preparing programs for early childhood
3)	Training Methods and Techniques
4)	Activity types, application techniques
5)	Classroom Application
6)	Determination of gains and indicators for development areas
7)	In-class application
8)	Midterm
9)	Program Evaluation Process
10)	Evaluation methods of the child in the classroom in early childhood
11)	Case study- Group work
12)	Case study- Group work
13)	Development of materials suitable for development
14)	In-class application
15)	In-class practice

*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- Akyol Köksal, A. (2019). Okul Öncesi Eğitim Programları. Ankara: Hedef Yayıncılık. 2- Zembat, R. (2016). Okul Öncesinde Özel Öğretim Yöntemleri. Ankara: Anı Yayıncılık. 3- MEB, (2013). Okul Öncesi Eğitim Programı, Ankara: MEB Okul Öncesi Eğitimi Genel Müdürlüğü Devlet Kitapları Müdürlüğü. 4- MEB, (2013). 0-36 Aylık Çocuklar İçin Eğitim Programı. Ankara: MEB Genel Müdürlüğü. 5- Oğuz, V. Gizir, Z. ve Köksal Akyol, A. (2014). Erken Çocukluk Eğitiminde Proje Yaklaşımı ve Uygulanmış Proje Örnekleri. Ankara: Anı.

References:

1- Demirel, Ö. (2012). Eğitimde Program Geliştirme-Kuramdan Uygulamaya. Ankara: Pegem Akademi. 2- Senemoğlu, N. (2013). Gelişim, Öğrenme ve Öğretim-Kuramdan Uygulamaya. Ankara: Yargı 3- Akçamete, G. (2009). Genel Eğitim Okullarında Özel Gereksinimi Olan Öğrenciler ve Özel Eğitim. Ankara: Kök.

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
CLO6
CLO7

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.	5
	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.	5
	1.6 Professional ethics and responsibility awareness about the field.
	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.	4
	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.	4
3)	Applies the theoretical knowledge in business life during a semester.	5
	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.	5
	3.3 Questions the application with theoretical knowledge.
	3.4 Compiles the knowledge and experience gained in the field.
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.	5
	4.1 Works in collaboration with other disciplines.	5
	4.2 Communicates effectively with children, family, colleagues and related institutions and organizations.	5
	4.3 She takes part in teamwork during her education.	5
	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.	4
	5.3 Takes responsibility as a team member in works and operations of his/her field.
	5.4 Is aware of written, verbal communication and interaction.	5
	5.5 Follows the developments of advanced technology and digital transformation.
	5.6 Acquires the awareness for lifelong learning.	3
	5.7 Has awareness about citizenship competency.
	5.8 Evaluates the developments of his/her field with the understanding of an entrepreneur.	3
	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).
	5.10 Gains the competence of developing a Global Perspective.	3
	5.11 Cultural Consciousness and Expression develops competence.	2
	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
Quizzes	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

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	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	10	10
Total Workload of Teaching & Learning Activities	-	-	55
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	10	20
Midterms	1	15	15
Semester Final Exam	1	20	20
Total Workload of Assesment & Evaluation Activities	-	-	55
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			110
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			4