Information Package / Course Catalogue
| Course Code | : ÇGP109 |
| Course Type | : Required |
| Couse Group | : Short Cycle (Associate's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 1 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 3 |
To enable Child Development associate degree students to comprehend the importance, theoretical foundations, and impacts of play on developmental domains for preschool children. Within the scope of this course, it is aimed for students to recognize the types and characteristics of children's games; to learn the methodology of developing a play repertoire suitable for children's age and developmental characteristics; to acquire the principles of compiling, planning, and theoretically implementing traditional and contemporary games; and to master the planning processes of play activities intended for children with special needs.
Definition, theoretical foundations, and historical development of play; the impacts of play on physical, motor, cognitive, language, social, and emotional developmental domains; play types and characteristics according to age and developmental periods; methods of creating and developing a play repertoire in early childhood education; compilation techniques for traditional/cultural games; principles of planning, managing, and theoretically implementing play activities in preschool educational institutions; adaptation of play environments for children with special needs (affected by disabilities or gifted), and play activity strategies in special education.
| 1. | Explains the concept of play, contemporary play theories, and the theoretical impacts of play on all developmental domains of children. |
| 2. | Differentiates the types of play suitable for children's age, developmental needs, and personality traits, and knows the theoretical methods of developing a rich play repertoire. |
| 3. | Theoretically analyzes the processes of compiling, structuring, and adapting cultural and traditional games to different learning environments. |
| 4. | Explains the planning and management of play activities applicable in preschool and special education institutions, alongside solution strategies for potential problems. |
| 5. | Acts in accordance with scientific, cultural, and professional ethical values during the stages of collecting, compiling, and reporting play data. |
| 1. | Educational Games in Preschool Education, Nobel Yayınları, |
| 2. | Prof.Dr. Müzeyyen Sevinç, .Game in early childhood development and education. Morpa, 2009 |
| 3. | Öncü, E. (2011). Play and child development. In A. B. Aksoy (Ed.), Play in the preschool period (pp. 32–53). Hedef Yayıncılık. |
| 4. | Öztürk, C. (2001). Examples of children's education and activities according to age. Morpa Culture Publications. |
| 5. | Meral, B. F. (2015). Play in special education and fifty example games. Vize Publishing. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Practice | 1 | %5 |
| Assignment | 1 | %5 |
| Midterm Examination | 1 | %30 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 1 | 2 | 42 |
| Lecture - Practice | 14 | 0 | 1 | 14 |
| Assignment | 7 | 0 | 1 | 7 |
| Midterm Examination | 1 | 4 | 1 | 5 |
| Final Examination | 1 | 6 | 1 | 7 |
| TOTAL WORKLOAD (hours) | 75 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | |
OÇ-1 | 5 | 4 | 3 | 2 | 3 | 4 | 4 | 3 | 4 | 3 |
OÇ-2 | 5 | 5 | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 4 |
OÇ-3 | 4 | 5 | 4 | 3 | 2 | 4 | 4 | 5 | 4 | 3 |
OÇ-4 | 4 | 5 | 3 | 5 | 4 | 5 | 4 | 4 | 5 | 4 |
OÇ-5 | 3 | 3 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 4 |