ECE604.02 - ECE PROGRAM APPROACHES and MODELS

Course Name Code Semester Theory
(hours/week)		 Application
(hours/week)		 Credit ECTS
ECE PROGRAM APPROACHES and MODELS ECE604.02 1st Semester 2 2 3 8
PrequisitesNo prequisity
Course languageTurkish
Course typeMust 
Mode of DeliveryFace-to-Face 
Learning and teaching strategiesLecture
Discussion
 
Instructor (s)Instructor 
Course objectiveThe main aim of the course; The aim is to provide students with knowledge about the principles and standards of early childhood education approaches and models, the role of the teacher and the child, how to realize family participation, planning, implementation and evaluation processes and educational environments. In addition, it is to guide them to make comparisons by examining different early childhood education approaches and models used in our country and in the world. 
Learning outcomes
  1. At the end of this course, students; 1. Knows early childhood education approaches and models in the world and in Turkey. 2. Recognizes MEB 2013 Pre-School Education Program. 3. Knows the aims, principles and standards of early childhood education models and approaches. 4. Evaluates the teacher role and family involvement dimensions of early childhood education approaches and models. 5. Compares the current situation of early childhood education approaches and models in various countries with the situation in our country.
Course Content? Early childhood education approaches and models in the world and in Turkey
? MEB 2013 Pre-School Education Program
? Objectives, principles and standards of early childhood education approaches and models, teacher role, child role, family participation, evaluation dimensions
? The current situation of early childhood education approaches and models in various countries and the situation in our country. 
ReferencesAsude Başal, H. (2019). Farklı ülkelerde karşılaştırmalı eğitim. Ankara: Nobel Publishing.
Abbott, L., Nutbrown, C. (2001). Experiencing Reggio Emilia: Implications for Pre-School Provision. Philadelphia, PA: Open University Press.
Akman, B. DurmuÅŸoÄŸlu, M. C. (2019). Overview of early childhood education (Turkey). Bloomsbury education and childhood studies. Y. Eryaman & M. Waniganayake (Eds). ISBN:978147420943030.
Aktan, A.E. ve Çetin, H.(2023) . Erken Çocukluk Eğitimi Mozaiği, Büyük Düşünceler/Fikirler, Modeller ve Yaklaşımlar, Aktan Acar E., Editör, 5.Ed., Ankara: Nobel Academic Publishing.
Dodge, D. T., Colker, L. J. ve Heroman, C. (2002) The Creative Curriculum For Preschool. 4th Edition, Teaching Strategies Publishing, USA.
Durmuşoğlu, M, C. (Ed.) (2021) . Geçmişten Günümüze Erken Çocukluk Eğitimi Yaklaşım ve Programlar (Basım sayısı:1,). Ed. M. C. Durmuşoğlu. Ankara: HEDEF CS PRESS PUBLICATION, ISBN:978-625-7965-27-9.
Early Childhood Learning and Knowledge Centre (2018). Early Head Start programs. https://eclkc.ohs.acf.hhs.gov/programs/article/early-head-start-programs adresinden eriÅŸildi.
Goffin, Stacie & Wilson, Catherine. (2001). Curriculum Models and Early Childhood Education: Appraising the Relationship, (2nd Edition). Columbus, OH: Merrill/PrenticeHall
Güler, T. ve Yaltırık, İ. (2011).?Erken Çocukluk Eğitiminde İlk Yıllar Programının Öğretmen Görüşleri İle İncelenmesi?, Education and Science, 36 (160), 266-280.
Haktanır, G., Dağlıoğlu, E. ve Güler, T. (2010). Türkiye' de Okul Öncesi Eğitimin Durumu. Unpublished UNESCO Country Report. Ankara.
Kandır, A.,Yaşar,M.C., Gözüm,A.İ., Mercan, Z.(2022). Erken Çocuklukta Program: Planlama, Uygulama, Değerlendirme, Ankara, Pegem Academic Publishing.
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2019). Gelişime Uygun Eğitim Programı-Erken Çocukluk Eğitiminde En İyi Uygulamalar ?Kolektif, Nobel Academic Publishing (1. Baskı), Ankara.
Nobel Akademik Yayıncılık. 

Course outline weekly

WeeksTopics
Week 1Introduction, course plan and general information about the course.
Week 2Early childhood education approaches and models in the world and in Turkey
Week 3MEB 2013 Pre-School Education Program
Week 4Program Approaches in Early Childhood Education (High Scope Approach)
Week 5Program Approaches in Early Childhood Education ( Head Start Approach)
Week 6Program Approaches in Early Childhood Education (Montessori Approach)
Week 7Program Approaches in Early Childhood Education ( Waldorf Approach)
Week 8Program Approaches in Early Childhood Education (Reggio Emilia Approach)
Week 9Program Approaches in Early Childhood Education (Forest Schools)
Week 10Program Approaches in Early Childhood Education (PYP)
Week 11Midterm
Week 12Program Approaches in Early Childhood Education (Pyramid Method)
Week 13Program Approaches in Early Childhood Education (Home School Approach)
Week 14Program Approaches in Early Childhood Education (Creative Curriculum)
Week 15Comparison of MEB Program and other program approaches.
Week 16General Assesment

Assesment methods

Course activitiesNumberPercentage
Attendance140
Laboratory00
Application210
Field activities00
Specific practical training00
Assignments210
Presentation240
Project00
Seminar00
Midterms00
Final exam140
Total100
Percentage of semester activities contributing grade succes2060
Percentage of final exam contributing grade succes140
Total100

WORKLOAD AND ECTS CALCULATION

Activities Number Duration (hour) Total Work Load
Course Duration (x14) 14 4 56
Laboratory 0 0 0
Application2714
Specific practical training000
Field activities000
Study Hours Out of Class (Preliminary work, reinforcement, ect)14342
Presentation / Seminar Preparation21428
Project000
Homework assignment22040
Midterms (Study duration)12828
Final Exam (Study duration) 13232
Total Workload36108240

Matrix Of The Course Learning Outcomes Versus Program Outcomes

D.9. Key Learning OutcomesContrubition level*
12345
1. Develops and deepens the knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications.  X  
2. The interdisciplinary interaction which early childhood education is related with.X    
3. Systematically utilizes and evaluates the knowledge within the field of early childhood education.    X
4. Interprets the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge.X    
5. Solves the problem faced related to the field of early childhood education by using various research methods. X   
6. Takes initiative in conducting studies in the field.  X  
7. Presents studies in early childhood care and education by providing support from latest research findings.   X 
8. Evaluates knowledge and skills acquired at proficiency level in the field of early childhood education with a scientific approach.   X 
9. Establishes effective professional communication with persons or organizations at national and international levels.    X
10. Assesses the recent developments in the field by supporting with both qualitative or quantitative data.   X 

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest