Course Objectives: |
The aim of this course is to explain the development of human life (physical, perceptual, cognitive, language, emotional, social, moral and personality) in line with the development models, theories and researches and to enable students to have a basic knowledge about this subject right. The aim of this course is to teach the students the theoretical knowledge about developmental psychology as well as the application of these theoretical knowledge in the field with case examples, animations and observations. |
Course Content: |
Basic approaches of psychology, basic concepts of developmental psychology, factors affecting development, basic principles of development, developmental tasks - havighurst, biological onset, prenatal and postnatal development, language development, cognitive development, emotional development, moral development, physical development, approaches to development and theories, approaches and theories about development, approaches and theories about development |
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:
Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
Science: -The properties of science -Function -Psychology science and its subject |
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2) |
The place of the science of psychology in other sciences |
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3) |
Definition and aims of psychology-History of psychology, history-Importance of psychology (benefit) |
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4) |
Uses and sub-branches of psychology-Basic concepts |
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5) |
Research techniques used in psychology -Methodical methods -Interestative methods -Student methods Information interpretation Moral principles in research |
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6) |
Psychological currents and approaches I-Structuralism -Functionalism -Practicist approach -Psicoanalytical approach |
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7) |
Psychological currents and approaches II -Gestalt -Personal approach -Physical approach -Nobiological Approach |
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8) |
Midterm |
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9) |
Biological basis of behavior-Enhancers, organisms and reactions -Physical system (neurons-snaps) and its parts-Effects of genetics on behavior |
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10) |
Sensation and perception - What is perception, how is it perceived? - What is the nature of the successors? -What is the perception and perception? - What are the differences between perception, desire, desire and impulse? |
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11) |
Selectivity, invariance, organization and misconceptions in perception |
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12) |
Motivations and Emotions I-Events -Methodical approaches -External-motivation -Maslow's hierarchy -Homostatic theory -Physiological motivation -Individual human instincts |
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13) |
Motivations and emotions II - What are emotions? - definition of heyecan - What is expression of emotions? - What are emotional experiences? |
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14) |
Anxiety and frustration Conflicts and defense mechanisms |
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15) |
Anxiety and frustration Conflicts and defense mechanisms |
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Course Notes / Textbooks: |
1- Aytar, G. A. (Ed.) (2018). Gelişim Psikolojisi. Ankara: Hedef Yayıncılık.
2- Doğan, Ö. (Ed.) (2018). Gelişim Kuramları. Ankara: Hedef Yayıncılık.
3- Santrock, J. W. (2015). Gelişim Psikolojisi. Yaşam Boyu Gelişim. İstanbul: Nobel Yayınları.
4- İnanç, Y. B., Bilgin, M., Atıcı, K. M. (2017). Gelişim Psikolojisi. Çocuk ve Ergen Gelişimi. Pegem Akademi.
5- Senemoğlu, N. (2011). Gelişim, Öğrenme, Öğretim Kuramdan Uygulamaya. Ankara: Yargı Yayınevi.
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References: |
1- Onur, B. (2011). Gelişim Psikolojisi. 6. Basım (Çev. Ed. M. Baloğlu) Ankara: Nobel Yayıncılık.
2- Siyez, D.M. (2009). Fiziksel Gelişim. Ankara: Pegem Yayınları.
3- Miller, H. P. (2008). Gelişim Psikolojisi Kuramları. (Çev. Ed. Z. Gültekin). Ankara: İmge Kitabevi Yayınları.
4- Canan, S. (2015). Değişen Beynim. İstanbul: Tuti Yayınları.
5- Çekici, F. (2014). Fiziksel Gelişim. Ankara: Mentis Yayınevi.
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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, |
3 |
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1.1 Explains the developmental characteristics and learning methods and techniques of children with normal development who need special education. |
3 |
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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. |
4 |
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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. |
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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. |
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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. |
3 |
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4.1 Works in collaboration with other disciplines. |
3 |
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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. |
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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. |
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5.11 Cultural Consciousness and Expression develops competence. |
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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 |
6 |
6 |
Total Workload of Teaching & Learning Activities |
- |
- |
51 |
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Quizzes |
2 |
8 |
16 |
Midterms |
1 |
10 |
10 |
Semester Final Exam |
1 |
12 |
12 |
Total Workload of Assesment & Evaluation Activities |
- |
- |
38 |
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
89 |
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
3 |