Information Package / Course Catalogue
| Course Code | : CGB307 |
| 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 | : 5 |
The course aims to enable students to apply their knowledge of the motor, cognitive, social-emotional, and language development characteristics of children aged 0–6 years in practice and to develop analytical and synthesis skills regarding these developmental characteristics. Using this knowledge base, students are expected to gain the ability to recognize developmental delays that may be encountered in this age group and to implement appropriate interventions. Furthermore, the course aims to equip students with the skills necessary to provide appropriate consultation and guidance to families, relevant professionals, and institutions/organizations on issues related to child development and developmental support.
0–6 years developmental characteristics; the importance of preparing developmental support plans for children aged 0–6; key considerations in designing developmental support activity plans for this age group; learning outcomes and indicators that should be included in 0–6 developmental support activity plans; designing activity plans to support cognitive development; designing activity plans to support motor development; designing activity plans to support language development; designing activity plans to support social-emotional development; designing activity plans to support self-care skills; and planning family involvement activities to promote parent participation.
| 1. | They will be able to apply their knowledge of the physical growth and motor development, as well as the social-emotional and personality development, and cognitive and language development of children aged 0–6 years. |
| 2. | They will be able to make appropriate environmental arrangements at home, in outdoor settings, and in institutional contexts by taking into account children’s developmental needs. |
| 3. | They will have knowledge of topics such as family relationships, sibling relationships, single parenting, parental attitudes, adopted children, having a sibling with a disability, bilingualism, disability, environmental deprivation, and having a parent with a disability. |
| 4. | They will be able to compare developmental support programs designed for children aged 0–6 years. |
| 5. | They will be able to provide guidance to families with children aged 0–6 years. |
| 6. | They will be enabled to carry out activities aimed at raising awareness among families and society about child development. |
| 1. | Owens, K. B. (2002). Child and Adolescent Development. Wadsworth. |
| 2. | Santrock, J. W. (1998). *Child development* (8th ed.). McGraw-Hill, USA. |
| 3. | Bayhan, P., & Artan, İ. (2004). *Child development and education*. Morpa Yayın Evi. Istanbul, Türkiye. |
| 4. | Berger, K. S. (2004). The developing person through the life span (6th ed.). Worth Publishers. USA. |
| 5. | Berk, L. E. (2002). Infants and children: Prenatal through middle childhood. Allyn & Bacon. USA. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Attending Lectures | 1 | %10 |
| Assignment | 1 | %10 |
| Midterm Examination | 1 | %30 |
| Final Examination | 1 | %50 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 5 | 2 | 98 |
| Reading | 1 | 1 | 1 | 2 |
| Midterm Examination | 1 | 8 | 1 | 9 |
| Final Examination | 1 | 15 | 1 | 16 |
| TOTAL WORKLOAD (hours) | 125 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | |
OÇ-1 | 3 | 2 | 2 | 2 | 1 | 1 | 1 | ||
OÇ-2 | 2 | 2 | 3 | 3 | 2 | 1 | 2 | 1 | |
OÇ-3 | 3 | 1 | 2 | 3 | 3 | 2 | 2 | ||
OÇ-4 | 3 | 1 | 3 | 2 | 1 | 1 | 1 | 2 | 1 |
OÇ-5 | 2 | 1 | 2 | 2 | 3 | 2 | 2 | 1 | |
OÇ-6 | 2 | 1 | 1 | 1 | 3 | 2 | 3 | 1 | |