Information Package / Course Catalogue
| Course Code | : ÇGL403 |
| Course Type | : Required |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 3 |
Objective of this course is to learn and assess development of middle childhood and adolescence.
Evaluation of motor, cognitive, language and social-emotional development characteristics in middle childhood (7-11 years old) for normal children and children with special needs, Supporting approaches in home and school environments, Social Identity and Gender Development, Family-friendship relations, Consulting for parents and professionals in development area, Also Adolescence definition and theories, Physical and sexual development in adolescence, Friendship and identity seeking in adolescence, Family relations in adolescence, Problems encountered by parents during adolescence and their solutions
| 1. | She/He will have information which is necessary for theoretical and practical in the field of child development. |
| 2. | He/she will have the information of evaluation and interpretation comparatively the accuracy, reliability and validity of the gaining information on child development. |
| 3. | He/she will have knowledge of children's developments, learning properties and challenges. |
| 4. | He/she will have knowledge of developmental problems, physical, cognitive, language, social-emotional, sensory development areas with taking in the consideration the ethical values |
| 5. | It has information about the developmental evaluation of typical and atypical children in the direction of information given in the field of child development. |
| 6. | In the field of child development he/she will have the skills of generating different solutions to the problems with the evidence-based approach for the children with typical and atypical development. |
| 7. | He/she will take responsibility in trans-disciplinary studies and fulfills its task efficiently in the field of child development. |
| 8. | Using his advanced knowledge in the field of child development, he/she will execute independently individual and group works. |
| 9. | He/she will evaluate critically their own knowledge?s to identify their own learning and to guidance learning. |
| 10. | Using the effective ways of attaining knowledge, he/she will develop a positive attitude for life-long learning. |
| 11. | He/she will Internalize, generalize and exhibit knowledge which he/she gained in the field of child development. |
| 12. | With the awareness of social responsibility, he has knowledge about professional projects, researches and activities for the social environment she/he lives in. |
| 13. | To sets an example with external appearances, attitudes, behaviors and act in accordance to society democracy, human rights, social, scientific and professional ethics, laws, regulations with the legislation. |
| 14. | Informed the people and institutions related to the field of child development issues, share ideas and solutions to problems in team. |
| 1. | Zembar. M.j.;Blume, L.B. (2009). Middle Childhood Development. Merrill Publishing. Ohio, USA. |
| 2. | Meece, J.L; Daniels, H.D. (2008). Child & Adolescent Development For Educators. Mc Graw Hill, New york, USA. |
| 3. | Bayhan,P; Artan. İ. (2004). Child development and education. Morpa, İstanbul. |
| 4. | Mussen, P.H.; Conger, J.J.; Hustant, A.C.(1990) Child development & Personality. Harper Collins Publishers, New York, USA |
| 5. | Steinberg, L. (2008). Adolesence. Mc Graw-Hill,New York, USA. |
| 6. | Bee, H. (1995), Lifespan Development. Harper Collins College Publishers, USA. |
| 7. | Papalia, D.E., Olds S.W. (1993) A Child?s World, Infancy Through Adolescence, 6 th Edition, McGraw-Hill,Inc,New York, USA. |
| 8. | Clarke-Stewart,A.;Friedman,S.(1987), Child Development: Infancy Through Adolescence. John Wiley and Sons,Inc.,Canada. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Practice | 1 | %10 |
| Seminar | 1 | %5 |
| Assignment | 1 | %10 |
| Project | 1 | %10 |
| Midterm Examination | 1 | %25 |
| Final Examination | 1 | %40 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 0 | 3 | 42 |
| Lecture - Practice | 4 | 0 | 2 | 8 |
| Assignment | 2 | 4 | 0 | 8 |
| Seminar | 2 | 4 | 0 | 8 |
| Project | 1 | 5 | 0 | 5 |
| Individual Work | 4 | 0 | 2 | 8 |
| Midterm Examination | 1 | 5 | 0 | 5 |
| Final Examination | 1 | 6 | 0 | 6 |
| TOTAL WORKLOAD (hours) | 90 | |||