Information Package / Course Catalogue
| Course Code | : ÇGP218 |
| Course Type | : Required |
| Couse Group | : Short Cycle (Associate's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 2 |
To enable Child Development associate degree students to comprehend the theoretical foundations and dynamics of communicating with children during infancy, childhood, and early adolescence. Within the scope of this course, it is aimed for students to recognize the factors that facilitate communication with children alongside communication barriers; to analyze the roles of family, peers, school, and psychological and sociological factors in communication processes; and to theoretically learn the place and importance of fairy tales, play, media, and technology in communicating with children.
The relationship of the concepts of child and childhood with communication theories; developmental communication characteristics during infancy and childhood periods; methods of effective communication with children and communication barriers; the effects of family dynamics, peer groups, and the school environment on communication with children; psychological and sociological factors shaping communication processes; the importance of fairy tales/fairy tale therapy and play as a means of communication with children; and the theoretical reflections of media and modern technology usage on children's communication skills.
| 1. | Explains the theoretical and conceptual relationships between the concepts of child and childhood and communication processes. |
| 2. | Differentiates the developmental communication characteristics and needs of infancy and childhood periods, alongside the factors that facilitate or barrier effective communication with the child. |
| 3. | Theoretically analyzes the effects of family, peer, and school environments, as well as psychological and sociological factors, on communication processes with the child. |
| 4. | Evaluates the roles and importance of fairy tales, play, media, and information technologies in communicating with the child, and the reflections of these tools in the field of child development. |
| 5. | Acts in accordance with ethical values during the stages of collecting and reporting data related to communication with children and families, as well as in professional practices. |
| 1. | Parent and Child Communication, |
| 2. | Akyüz, E. (2012). Child Law: Children's Rights and Protection (2nd Edition). Ankara: Pegem Academy |
| 3. | Kolucki, B., & Lemish, D. (2011). Communication with children. (Y. Dede, & M. Diler, Trans.) New York: United Nations Children’s Fund (UNICEF). |
| 4. | Yavuzer, H. (2017). Child psychology. Istanbul: Remzi Kitabevi. |
| 5. | Gürcan, A., Özhan, S. & Uslu, R. (2008). Digital games and their effects on children. Ankara: Prime Ministry General Directorate of Family and Social Research. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Presentation | 1 | %5 |
| Assignment | 1 | %5 |
| Midterm Examination | 1 | %30 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 0 | 2 | 35 |
| Assignment | 1 | 6 | 0 | 6 |
| Midterm Examination | 1 | 3 | 1 | 4 |
| Final Examination | 1 | 4 | 1 | 5 |
| TOTAL WORKLOAD (hours) | 50 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | |
OÇ-1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | |
OÇ-2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | |
OÇ-3 | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | |
OÇ-4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | |
OÇ-5 | 5 | 3 | 3 | 5 | 4 | 5 | 5 | 5 | 5 | |