| Course Objectives: |
Basic concepts of child psycholog, history and methods of child psychology; prenatal development; developmental stages and characteristics of infancy; early childhood development areas and characteristics; late childhood development areas and features; child within the school structure; role of family in psycho-social development, peer relations, child sexual development and education, understanding atypical development and children with special needs. |
| Course Content: |
This course includes; subject of child psychology and history, prenatal development, post natal development, development in infancy, early childhood development, late childhood development, personality development, gender roles, sexual development and education in children, environments of children such as; family, school, peers, school, teacher, atypical development, enuresis, encopresis, thumb sucking, biting nails, tics and stereotyped behaviours, lying and stealing, speech disorders-stuttering, Oppositional Defiant Disorder, addiction, childhood conduct disorder, Attention Deficit Hyperactivity Disorder (ADHD), specific learning disorders. |
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) Explains main concepts and theoretical approaches of child psychology, periods and domains of development.
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2) Explains physical, cognitive and socio-emotional development in infancy.
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3) Explains biological foundations of development and effects of social environment on development. Explains the physical, cognitive, motor, language, emotional, social development, critical ages in early childhood.
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4) Explains the cognitive and social development of late childhood. Knows child psychology, family peers relations and negative attitudes toward school.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Language deficiencies, stuttering, emotional development (fear, jealousy, anger, anxiety, defense mechanisms, withdrawal behavior, regression). Explains the role of parents in the children's emotional development. Knows about the critical ages in early childhood.
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2) Apply physical, psychological and social development of children in his/her academic and clinical work.
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3) Communicates with children in ways that are appropriate for their cognitive and socio-emotional abilities in his/her psychological practice.
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4) Knows about the role of painting in psychological diagnosis, (d-10 test), chronological age calculation, knows how and when to use child development evaluation tests (AGTE, Denver, Frostig, Gesell, Good Enough, Metropolitan, CAS (Cognitive Assessment System)
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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) Explains research methods and techniques used in the field of child psychology.
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2) Contributes to all the processes of group work, fulfills his/her responsibilities.
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
Subject of Child Psychology, methods of child psychology and development, definition of development, stages of development, physical development, cognitive development, motor development, language development, emotional development, social development |
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| 2) |
Development in infancy; physical development, cognitive, motor, language, emotional, social development. |
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| 3) |
Early childhood development; physical, cognitive, motor, language, emotional, social development, critical ages in early childhood. |
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| 4) |
Early childhood development. Language deficiencies, stuttering, emotional development (fear, jealousy, anger, anxiety, defense mechanisms, withdrawal behavior, regression). The role of parents in the children's emotional development. Critical ages in early childhood. |
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| 5) |
Late childhood development. Cognitive and social development. Child psychology and family peers relations, school avoidance. |
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| 6) |
Moral development in the school-age child. Moral development from the perspective of psychoanalytic, cognitive and behavioral theories. Kohlberg Moral Stages of Development |
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| 7) |
Sexual development and education in the child, children's close environment: family, friends, school and teacher. Parental attitudes, discipline in the family, peer relationships, school success, school refusal reasons, how is school refusal treated?, school readiness. |
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| 8) |
Midterm |
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| 9) |
The development seen in the plays depending on the ages, theories of play, Painting is used as a tool of understanding children's inner world and unconscious processes. The role of painting in psychological diagnosis, (d-10 test),chronological age calculation, child development evaluation tests (AGTE, Denver, Frostig, Gesell, Good Enough, Metropolitan, CAS (Cognitive Assessment System) |
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| 10) |
Atypical development. Externalization and internalization problems, Pervasive developmental disorders. Diagnostic criteria- DSM 5. Pervasive Developmental Disorders, namely autistic disorder, Asperger Syndrome, pervasive developmental disorder-not otherwise specified,childhood disintegrative disorder and Rett Syndrome. Theory of Mind. |
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| 11) |
Attention Deficit Hyperactivity Disorder. DSM 5- Diagnostic Criteria. Therapy methods used in the treatment of ADHD. Behavioral methods, Cognitive Behavioral Methods, methods of improving cognitive skills (attention, organization, planning, memory) |
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| 12) |
Internalization Problems. Eating Disorders, depression, suicide. "Solution-Focused Approach" methods and tecniques in treatment. Case presentation. |
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| 13) |
Research Paper Presentation |
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| 14) |
Anxiety Disorders: Separation Anxiety Disorder, Social Anxiety Disorder, Generalized Anxiety Disorder. Anxiety Reduction Methods in Children. |
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| 15) |
sibling relations, anger and aggression, mindfulness practices, positive disipline within the family, childhood fears. |
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| 16) |
Final Exam |
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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) |
Evaluates cognitive, psychological, social reasons and consequences of human behavior. |
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1.1 Comprehends relation of psychology with other social sciences and analyzes psychological processes with an interdisciplinary approach. |
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1.2 Uses research methods and techniques such as data collection, analysis and interpretation effectively. |
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1.3 Has advanced academic and clinical knowledge, skills and experience in different fields of psychology. |
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1.4 Explains basic psychological concepts, models and theories; analyzes psychological processes. |
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2) |
Comprehends his/her professional competencies and limitations. |
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2.1 Takes social context into account while evaluating personal factors and issues. |
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2.2 Tries to contribute to the solution of social problems using his/her professional knowledge and social skills. |
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2.3 Acquires new information about psychological issues and practices by following current research in psychology. |
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2.4 Improves his/her skills as a psychologist by participating in trainings in the field of psychology. |
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3) |
Reflects his/her knowledge, academic and clinical experience acquired in psychology education in professional practice effectively. |
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3.1 Demonstrates advanced analytical skills, problem solving and critical thinking skills in professional work. |
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3.2 Works within professional ethical principles making unprejudiced and non-discriminatory professional assessment in practice and academic research. |
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3.3 Conducts preventive activities to alleviate possible problems in practice; contributes to improvement of professional practice. |
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4) |
Applies the theoretical knowledge in business life during a semester. |
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4.1 Experiences all processes in business life. |
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4.2 Takes part in activities related to the field of education in a business operating in the field. |
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4.3 Questions the application with theoretical knowledge. |
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4.4 Compiles the knowledge and experience gained in the field. |
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5) |
Acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field. |
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5.1 Acquires the analyzing solving the problems and managing the conflicts. |
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5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary. |
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5.3 Has awareness for ethical and social responsivity. |
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5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way. |
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5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view. |
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5.6 Develops strategical, innovative and entrepreneurial ideas. |
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5.7 Acquires competence of managing the change. |
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5.8 Shows development personally and socially with and awareness for lifelong learning. |
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5.9 Follows advanced technologies and developments about digital transformation. |
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5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field.
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5.11 Has awareness about citizenship competency. |
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5.12 Acquires communication in a Foreign Language (English) competence defined on the level of at least B1 in European Language Portfolio. |
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| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
0 |
0 |
0 |
| Laboratory |
0 |
0 |
0 |
| Application |
0 |
0 |
0 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
14 |
3 |
42 |
| Study Hours Out of Class |
0 |
0 |
0 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
1 |
24 |
24 |
| Total Workload of Teaching & Learning Activities |
- |
- |
66 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
13 |
2 |
26 |
| Midterms |
1 |
16 |
16 |
| Semester Final Exam |
1 |
12 |
12 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
54 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
120 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
5 |
ECTS Information Package / Course Catalogue