EPO615 - CURRICULUM IN THE EARLY YEARS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| CURRICULUM IN THE EARLY YEARS | EPO615 | 2nd Semester | 3 | 0 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Project Design/Management Other: Group Seminars | |||||
| Instructor (s) | Prof. Nuray SenemoÄŸlu | |||||
| Course objective | This course aims to provide students to gain the preparation, implementation, evaluation and development skills of curriculum which helps to the development of individuals in the early years | |||||
| Learning outcomes |
| |||||
| Course Content | Developmentally appropriate curriculum approaches in the early years; classroom organization and guidance of young children, educational strategies, teaching-learning techniques in the early years; focuses on interactions between young learners and the physical and social environments encountered in preschool and primary settings; assessment and evaluation principles, techniques and issues related in the early childhood | |||||
| References | Wood, E., & Attfield, J. (1996). Play, learning and the early childhood curriculum. London: Paul Chapman Weber, E. (1984). Ideas influencing early childhood: A theoretical analysis. New York: Teachers College Press. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Price, G. G. (1982). Cognitive learning in early childhood education: Mathematics, science, and social studies. B. Spoodek (Ed.) handbook of research in early childhood education. 264-294. New York: the free press. Piaget J. & Inhelder B. (1956). The psychology of the child. New York: basic book. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Developmentally appropriate curriculum in the early years |
| Week 2 | Developmentally appropriate curriculum in the early years |
| Week 3 | Developmentally appropriate curriculum in the early years |
| Week 4 | Developmentally appropriate curriculum in the early years |
| Week 5 | Classroom organization and guidance of young children, educational strategies and teaching techniques in the early years |
| Week 6 | Classroom organization and guidance of young children, educational strategies and teaching techniques in the early years |
| Week 7 | Classroom organization and guidance of young children, educational strategies and teaching techniques in the early years |
| Week 8 | Focuses on interactions between young learners and the physical and social environments encountered in preschool and primary settings |
| Week 9 | Focuses on interactions between young learners and the physical and social environments encountered in preschool and primary settings |
| Week 10 | Assessment and evaluation principles, techniques and issues related in the early childhood |
| Week 11 | Assessment and evaluation principles, techniques and issues related in the early childhood |
| Week 12 | Assessment and evaluation principles, techniques and issues related in the early childhood |
| Week 13 | Assessment and evaluation principles, techniques and issues related in the early childhood |
| Week 14 | Assessment and evaluation principles, techniques and issues related in the early childhood |
| Week 15 | Preparation for the final exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 15 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 2 | 30 |
| Seminar | 2 | 20 |
| Midterms | 0 | 0 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 19 | 60 |
| Percentage of final exam contributing grade succes | 1 | 40 |
| 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) | 14 | 6 | 84 |
| Presentation / Seminar Preparation | 2 | 16 | 32 |
| Project | 2 | 20 | 40 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 12 | 12 |
| Total Workload | 33 | 57 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Able to comprehend the basic concepts, principles and theories of curriculum development. | X | ||||
| 2. Able to interpret the basic concepts, principles and theories of teaching?learning processes. | X | ||||
| 3. Able to analyze the basic concepts, principles and approaches of curriculum development. | X | ||||
| 4. Able to comprehend the basic concepts and principles of scientific research methods. | X | ||||
| 5. Able to carry out a research in a scientific way both individually and with a team. | X | ||||
| 6. Able to develop curricula in different levels and disciplines that are qualified as to enable students comprehend the nature of science. | X | ||||
| 7. Able to design effective teaching and learning environments in different levels and disciplines that will enhance meaningful learning. | X | ||||
| 8. Able to assess the effectiveness of curricula in different levels and disciplines. | X | ||||
| 9. Able to design/assess life-long learning programs for adults to realize the requirements of life-long learning. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest