ECE619.02 - THEORIES IN EARLY CHILDHOOD EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| THEORIES IN EARLY CHILDHOOD EDUCATION | ECE619.02 | 2nd Semester | 3 | 0 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Must | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | Instructor | |||||
| Course objective | The aim of this course; to examine analytically and synthesize the emergence, nature, characteristic features, strengths and weaknesses and reflections on education of development theory. | |||||
| Learning outcomes |
| |||||
| Course Content | Developmental theories, factors influencing development, biology and social-environment based theories, constructivist theories, implementing theories in teaching | |||||
| References | Erden, M. ve Akman, Y. Eğitim Psikolojisi. Arkadaş Yayınları, 2011. James, A. and Jenks, C. Theorizing Childhood. Polity Press, 1999. Santrock, J. W. Child Development: An Introduction (13. edition). Brown & Bonchmark Publishers, 2010. Santrock, J. W. Educational Psychology (5. edition). McGraw-Hill, 2011. Santrock, J. W. Life-Span Development (13. edition). McGraw-Hill, 2011. Senemoğlu, N. Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya, Ertem Matbaacılık, 1997. Smith, P. K., Cowie, H. and Blades, M. Understanding Children?s Development. Wiley-Blackwell, 2011. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction to the course Discussion of the concepts of theory and practice |
| Week 2 | Biology based theories |
| Week 3 | Social-environment based theories |
| Week 4 | Constructivist theories |
| Week 5 | Presentations |
| Week 6 | Assignment |
| Week 7 | Neurophysiologic approaches Behavioral theory (Skinner) |
| Week 8 | Cognitive developmental theory (Piaget) Information-processing theory (Siegler) |
| Week 9 | Psychoanalytic theory (Freud) Psychosocial theory (Erikson) |
| Week 10 | Sociocultural cognitive theory (Vygotsky) Social learning theory (Bandura) |
| Week 11 | Attachment theory (Bowlby) Moral developmental theory (Kohlberg) |
| Week 12 | Language developmental theory (Chomsky) Multiple intelligence theory (Gardner) |
| Week 13 | Ecological theory (Bronfenbrenner) Ethological theory (Lorenz) |
| Week 14 | Presentations |
| Week 15 | Preparation for final exam |
| Week 16 | Final Exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 20 |
| Presentation | 2 | 10 |
| Project | 1 | 30 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 20 |
| Total | 90 | |
| Percentage of semester activities contributing grade succes | 18 | 80 |
| Percentage of final exam contributing grade succes | 1 | 20 |
| 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 | 5 | 70 |
| Presentation / Seminar Preparation | 2 | 10 | 20 |
| Project | 1 | 40 | 40 |
| Homework assignment | 1 | 14 | 14 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 14 | 14 |
| Total Workload | 33 | 86 | 200 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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