ÇGE607 - LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD | ÇGE607 | 1st Semester | 3 | 3 | 0 | 8 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Preparing and/or Presenting Reports Case Study | |||||
| Instructor (s) | Prof. Figen Turan | |||||
| Course objective | The course aims to teach the students therotical approaches and current research in language development in infancy and preschool years | |||||
| Learning outcomes |
| |||||
| Course Content | Therotical approaches and current research in language development in infancy and preschool years | |||||
| References | Bjorklind, D.F.; Children?s Thinking Siegler, R.S.; Cognitive Development Arı, M., Gönen, M. Dil Gelişimi ve Çocuk Kitapları | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Relationship of communication and language |
| Week 2 | Components of language |
| Week 3 | Language acquistition theories (interactionist, behaiorist, social) |
| Week 4 | Language development,Assignment Presentation |
| Week 5 | Phases of language development |
| Week 6 | Assessment of gramatics |
| Week 7 | Assessment of gramatics |
| Week 8 | Development of semantics |
| Week 9 | Receptive and expressive language development,Assignment Presentation |
| Week 10 | Development of pragmatics |
| Week 11 | Causes of language impairments |
| Week 12 | Delayed speech |
| Week 13 | Specific language impairment and learning disabilities |
| Week 14 | Autism and related communicative disorders,Seminar |
| Week 15 | Preparation for the final exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 2 | 20 |
| Presentation | 2 | 10 |
| Project | 0 | 0 |
| Seminar | 1 | 20 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 5 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 11 | 10 | 110 |
| Presentation / Seminar Preparation | 3 | 15 | 45 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 10 | 20 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 23 | 23 |
| Total Workload | 31 | 61 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Possess in-depth knowledge of child development across various domains (mental, language, motor, self-care, social-emotional). | X | ||||
| 2. Knows the terminology in the field of child development. | X | ||||
| 3. Utilize theoretical and practical understanding of child development to conduct developmental and educational assessments for families and society. | X | ||||
| 4. Identify health, education, and social service issues affecting children and families, offering specific solutions based on theoretical and practical knowledge. | X | ||||
| 5. Provide recommendations informed by theoretical and practical expertise in child development and education, integrating insights into practice and critically analyzing outcomes. | X | ||||
| 6. Use expertise in health, education, and social services to actively participate in research and contribute to developmental and educational programs for children and families. | X | ||||
| 7. Conduct experimental research on children ethically, considering both scientific principles and the psychological well-being of children and families. | X | ||||
| 8. Adhere to democratic principles, human rights, scientific integrity, and professional ethics complying with relevant laws and regulations. | |||||
| 9. Demonstrate awareness of personal and environmental protection, occupational safety, and quality management processes, particularly concerning the well-being of babies, children, and families, and actively engage in related practices. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest