ECE602.02 - EARLY CHILDHOOD POLICIES and SUSTAINABILITY
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| EARLY CHILDHOOD POLICIES and SUSTAINABILITY | ECE602.02 | Any Semester/Year | 2 | 2 | 3 | |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Observation Role Play | |||||
| Instructor (s) | Deparment staff | |||||
| Course objective | The aim of this course; To recognize the main policies in the early childhood education systems in Turkey and in the world and to examine the applications of these policies. In addition, it is aimed to examine the philosophy of education for sustainable development in policies related to early childhood education and care and to determine what needs to be done in this direction. In the context of early childhood education policies and sustainability, it is aimed that pre-service teachers create a deep professional perception and understanding, and with a detailed analysis of early childhood education systems in Turkey and in the world, students evaluate current policy practices and the consequences of these practices on children, families and society. | |||||
| Learning outcomes |
| |||||
| Course Content | The importance and effects of early childhood education, national and international trends in early childhood education policies, the scope of early childhood education policies, the situation and current difficulties of early childhood education in Turkey, the current state of sustainability in early childhood education and care in our country, the sustainability of early childhood education institutions. In terms of development, physical, social and educational environment characteristics, sustainable information resources for children, families and educators, educational and online resources and the features they should have constitute the content of the course. | |||||
| References | Assadourian, E. & Yunus, M. (2010). State of the World 2010: Transforming Cultures From Consumerism to Sustainability. London: W. W. Norton & Company. Balas, D. F. & Buckland, H. (2008). Mutual learning for sustainability. International Journal of Sustainability in Higher Education, 9(4),450-468. Bates, S. ve Tregenza,N. (2013). Education for sustainability in the early years a case study from Hallet cove Preschool. http://www.decd.sa.gov.au/efs/ files/pages/HallettCovePreschoolCaseSt.pdf adresinden Eylül 2013 tarihinde erişildi. Batur Musaoğlu, E. & Haktanır, G. (2012). ?Investigation of MONE Preschool Program for 36-72 Months Old Children (2006) According To Child Rights?. Educational Sciences: Theory & Practice, 12 (4): 3285-3305. Davis, J.& Elliott, S. (2003). Early Childhood Environmental Education: Making it Mainstream. Canberra: Early Childhood Australia. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Examining the course content and sharing the expectations Overview, the situation of children in Turkey and in the world |
| Week 2 | Definition, development, structure, scope and purpose of early childhood education What is sustainability and its dimensions? What are the concepts of sustainable life, society and development? What is education for sustainable development? |
| Week 3 | Management and financing of early childhood education |
| Week 4 | Educational standards in early childhood education and monitoring and evaluation in early childhood education |
| Week 5 | Sustainability in MEB 2013 Preschool Education Program. Sustainability and child development in the post-2015 millennium targets. |
| Week 6 | Midterm |
| Week 7 | Evaluation of early childhood education policies and practices in terms of sustainability. |
| Week 8 | Presentation of research on early childhood education policies and education for sustainable development. |
| Week 9 | Planning research projects on education policies for sustainable development in early childhood education |
| Week 10 | Quality in early childhood education. Evaluation of early childhood education environment and materials in terms of sustainability |
| Week 11 | Making observations according to sustainability criteria in kindergartens. |
| Week 12 | Non-Governmental Organizations' work on ECE policies and sustainability |
| Week 13 | Presentation and evaluation of kindergarten observations. |
| Week 14 | Presentation of research projects on education policies for sustainable development in early childhood education |
| Week 15 | Presentation of research projects on education policies for sustainable development in early childhood education |
| Week 16 | General evaluation of the course. |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | ||
| Laboratory | ||
| Application | ||
| Field activities | ||
| Specific practical training | ||
| Assignments | ||
| Presentation | ||
| Project | ||
| Seminar | ||
| Midterms | ||
| Final exam | ||
| Total | ||
| Percentage of semester activities contributing grade succes | ||
| Percentage of final exam contributing grade succes | ||
| Total | ||
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 0 | ||
| Laboratory | 0 | ||
| Application | 0 | ||
| Specific practical training | 0 | ||
| Field activities | 0 | ||
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 0 | ||
| Presentation / Seminar Preparation | 0 | ||
| Project | 0 | ||
| Homework assignment | 0 | ||
| Midterms (Study duration) | 0 | ||
| Final Exam (Study duration) | 0 | ||
| Total Workload | 0 | 0 | 0 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest