Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
SOCIAL DEVELOPMENT | YÇGL2124930 | Fall Semester | 3+0 | 3 | 4 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
Assistant(s) | |
Aim | To teach the students to learn social- emotional and personality development and the problem cases of these developmental areas. |
Course Content | This course contains; Basic concepts about social emotional development,Basic concepts of social emotional development,Ethological Theory and Psychoanalytic Theory,Psychosocial Development Theory, Social Cognitive and Ecological Theory,Factors Affecting Social Development,Factors Affecting Social Development,Periods of social development,Evaluation of social skills, recognition of delays, determination of appropriate intervention methods, suggestions for parents.,Evaluation of social skills, recognition of delays, determination of appropriate intervention methods, suggestions for parents, Emotional Development,Emotional Development Theories,Expressing Emotions from Infancy to Childhood,Supporting Emotional Development and Recommendations for Families,Sexual Development and Sex Education. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Student comprehends basic concepts about social-emotional development and personality development. | 13, 9 | A |
Student compherends that It is necessary to raise the awareness of parents, educators and community about social-emotional, personality and sexual development and exhibits appropriate behavior. | 10, 13, 9 | A |
Student has knowledge about the factors affecting social emotional development and develop suggestions to translate the influence of these factors into a positive direction. | 10, 13, 9 | A |
The student becomes aware of developmental delay situations and becomes sensitive to delays. | 13, 9 | A |
The student exhibits appropriate behavior in case of delay. | 10, 12, 13, 9 | A |
Student compherends the importance of personality development and gains the ability to guide the personality development in childhood. | 13, 14, 9 | A |
Student compherends the importance of sexual development and education in terms of development. | 16, 9 | A |
The student makes a diagnosis from a developmental point of view and gives suggestions to parents, educators and related professionals. | 13, 16, 19, 9 | A |
Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Basic concepts about social emotional development | Preparation of the related subject from the recommended sources |
2 | Basic concepts of social emotional development | Preparation of the related subject from the recommended sources |
3 | Ethological Theory and Psychoanalytic Theory | Preparation of the related subject from the recommended sources |
4 | Psychosocial Development Theory, Social Cognitive and Ecological Theory | Preparation of the related subject from the recommended sources |
5 | Factors Affecting Social Development | Preparation of the related subject from the recommended sources |
6 | Factors Affecting Social Development | Preparation of the related subject from the recommended sources |
7 | Periods of social development | Preparation of the related subject from the recommended sources |
8 | Evaluation of social skills, recognition of delays, determination of appropriate intervention methods, suggestions for parents. | Preparation of the related subject from the recommended sources |
9 | Evaluation of social skills, recognition of delays, determination of appropriate intervention methods, suggestions for parents | Preparation of the related subject from the recommended sources |
10 | Emotional Development | Preparation of the related subject from the recommended sources |
11 | Emotional Development Theories | Preparation of the related subject from the recommended sources |
12 | Expressing Emotions from Infancy to Childhood | Preparation of the related subject from the recommended sources |
13 | Supporting Emotional Development and Recommendations for Families | Preparation of the related subject from the recommended sources |
14 | Sexual Development and Sex Education | Preparation of the related subject from the recommended sources |
Resources |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | X | |||||
14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 14 | 3 | 42 | |||
Guided Problem Solving | 7 | 6 | 42 | |||
Resolution of Homework Problems and Submission as a Report | 2 | 8 | 16 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 1 | 10 | 10 | |||
General Exam | 1 | 10 | 10 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 120 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
SOCIAL DEVELOPMENT | YÇGL2124930 | Fall Semester | 3+0 | 3 | 4 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
Assistant(s) | |
Aim | To teach the students to learn social- emotional and personality development and the problem cases of these developmental areas. |
Course Content | This course contains; Basic concepts about social emotional development,Basic concepts of social emotional development,Ethological Theory and Psychoanalytic Theory,Psychosocial Development Theory, Social Cognitive and Ecological Theory,Factors Affecting Social Development,Factors Affecting Social Development,Periods of social development,Evaluation of social skills, recognition of delays, determination of appropriate intervention methods, suggestions for parents.,Evaluation of social skills, recognition of delays, determination of appropriate intervention methods, suggestions for parents, Emotional Development,Emotional Development Theories,Expressing Emotions from Infancy to Childhood,Supporting Emotional Development and Recommendations for Families,Sexual Development and Sex Education. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Student comprehends basic concepts about social-emotional development and personality development. | 13, 9 | A |
Student compherends that It is necessary to raise the awareness of parents, educators and community about social-emotional, personality and sexual development and exhibits appropriate behavior. | 10, 13, 9 | A |
Student has knowledge about the factors affecting social emotional development and develop suggestions to translate the influence of these factors into a positive direction. | 10, 13, 9 | A |
The student becomes aware of developmental delay situations and becomes sensitive to delays. | 13, 9 | A |
The student exhibits appropriate behavior in case of delay. | 10, 12, 13, 9 | A |
Student compherends the importance of personality development and gains the ability to guide the personality development in childhood. | 13, 14, 9 | A |
Student compherends the importance of sexual development and education in terms of development. | 16, 9 | A |
The student makes a diagnosis from a developmental point of view and gives suggestions to parents, educators and related professionals. | 13, 16, 19, 9 | A |
Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Basic concepts about social emotional development | Preparation of the related subject from the recommended sources |
2 | Basic concepts of social emotional development | Preparation of the related subject from the recommended sources |
3 | Ethological Theory and Psychoanalytic Theory | Preparation of the related subject from the recommended sources |
4 | Psychosocial Development Theory, Social Cognitive and Ecological Theory | Preparation of the related subject from the recommended sources |
5 | Factors Affecting Social Development | Preparation of the related subject from the recommended sources |
6 | Factors Affecting Social Development | Preparation of the related subject from the recommended sources |
7 | Periods of social development | Preparation of the related subject from the recommended sources |
8 | Evaluation of social skills, recognition of delays, determination of appropriate intervention methods, suggestions for parents. | Preparation of the related subject from the recommended sources |
9 | Evaluation of social skills, recognition of delays, determination of appropriate intervention methods, suggestions for parents | Preparation of the related subject from the recommended sources |
10 | Emotional Development | Preparation of the related subject from the recommended sources |
11 | Emotional Development Theories | Preparation of the related subject from the recommended sources |
12 | Expressing Emotions from Infancy to Childhood | Preparation of the related subject from the recommended sources |
13 | Supporting Emotional Development and Recommendations for Families | Preparation of the related subject from the recommended sources |
14 | Sexual Development and Sex Education | Preparation of the related subject from the recommended sources |
Resources |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | X | |||||
14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |