ÇOCUKLA İLETİŞİM PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
CGP157	ÇOCUKLA İLETİŞİM	1	2	2	4

GENERAL INFORMATION
Language of Instruction :	Turkish
Level of the Course Unit :	ASSOCIATE DEGREE, TYY: + 5.Level, EQF-LLL: 5.Level, QF-EHEA: Short Cycle
Type of the Course :	Compulsory
Mode of Delivery of the Course Unit	-
Coordinator of the Course Unit	Lecturer MERVE MERCAN
Instructor(s) of the Course Unit	Lecturer MERVE MERCAN
Course Prerequisite	No

OBJECTIVES AND CONTENTS
Objectives of the Course Unit:	The aim of the "Communication with Children" course is for students to understand the basic concepts and principles of communication, the importance of establishing communication, and the ways to communicate effectively with children.
Contents of the Course Unit:	The course content includes fundamental concepts of communication, the importance of parent-child communication, understanding parental attitudes and techniques for effective communication, attachment and detachment, divorce, children with special needs, and communication issues.

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)
It explains the definition and basic concepts of communication.
It explains the fundamental elements of effective communication.
It identifies appropriate communication methods in communicating with children.
It explains the basic principles and approaches to be considered in communicating with children through examples.
It distinguishes between types of listening (active listening, empathetic listening, etc.) and applies them in the communication process with children.
It explains the basic characteristics of parent-child communication.
It explains attachment theory and compares secure, anxious, avoidant, and confused attachment types.
It analyzes the effects of attachment and detachment processes on children through case studies.
It evaluates the parent-child relationship in the context of family structure and life events (divorce, etc.).
It explains the effects of the divorce process on communication with children and suggests healthy communication approaches.
It identifies and exemplifies appropriate communication approaches that can be used in communicating with children with special needs.
It analyzes the role of father-child communication on child development and develops effective communication strategies.

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY
Week	Preparatory	Topics(Subjects)	Method
1	Literatur Reading	Definition and History of Communication	Lecture-Discussion
2	Literatur Reading	Effective Communication	Lecture-Discussion
3	Literatur Reading	Methods of Communication	Lecture-Discussion
4	Literatur Reading	Things to Consider When Communicating with Children	Lecture-Discussion
5	Literatur Reading	Types of Listening	Lecture-Discussion
6	Literatur Reading	Parent-Child Communication	Lecture-Discussion
7	Literatur Reading	Mother-Child Communication	Lecture-Discussion
8	Literatur Reading	Attachment and Detachment	Lecture-Discussion
9	Literatur Reading	Secure Attachment	Lecture-Discussion
10	-	MID-TERM EXAM	-
11	Literatur Reading	Anxious Attachment	Lecture-Discussion
12	Literatur Reading	Avoidant/Confused Attachment	Lecture-Discussion
13	Literatur Reading	Father-Child Communication	Lecture-Discussion
14	Literatur Reading	Parent-Child Communication	Lecture-Discussion
15	Literatur Reading	Divorce	Lecture-Discussion
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

SOURCE MATERIALS & RECOMMENDED READING
Buckley, B. (2003). Children’s communication skills: From birth to five years. Routledge.
Çağdaş, A. (2002). Anne-baba çocuk iletişimi. Türkiye: Nobel.
Keskin, S. P. (2009). Çocuklarla Doğru İletişim. Türkiye: Boyut Yayın Grubu.
Yavuzer, H. (2017). Ana-Baba Okulu. Türkiye: Remzi Kitabevi.

ASSESSMENT
Assessment & Grading of In-Term Activities	Number of Activities	Degree of Contribution (%)	Description	Examination Method
Mid-Term Exam	1	50		Classical Exam
Final Exam	1	50		Classical Exam
TOTAL	2	100

Level of Contribution
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC1: Explains legal regulations and procedures related to child development.				3
2	PC2: Explains the legal process regarding children's rights and protection, and measures against child neglect and abuse.					4

KNOWLEDGE
Factual
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC3: By monitoring current national and international developments in their field from diverse sources, they make assessments regarding professional practices.						5
2	PC4: Explains the basic concepts, legal regulations, and risk factors related to occupational health and safety.					4

SKILLS
Cognitive
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC5: Collaborate by communicating effectively with families and the community.				3
2	PC6: Select and effectively use tools, equipment, and technologies used in professional practices in a manner appropriate to their purposes.				3

SKILLS
Practical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC7: Considering the developmental characteristics of children aged 0-6 in preschool and special education, it plans and implements an appropriate educational program for the child.					4
2	PC8: Identifies potential problems related to their profession and conducts the necessary research to address them.				3

OCCUPATIONAL
Autonomy & Responsibility
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC9: Analyzes problems related to the field.				3

OCCUPATIONAL
Learning to Learn
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC10: Develops solutions while observing professional and ethical values.					4

OCCUPATIONAL
Communication & Social
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC11: They serve as a role model for society through their appearance, demeanor, attitude, and behavior.						5
2	PC12: Can work in collaboration with other disciplines.					4
3	PC13: Manages communication processes with families and multidisciplinary teams.					4

OCCUPATIONAL
Occupational and/or Vocational
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC14: Follows developments in the professional field by using a foreign language.			2
2	PC15: Demonstrates an open attitude towards learning related to lifelong personal and professional development.				3

WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
Workload for Learning & Teaching Activities
Type of the Learning Activites	Learning Activities (# of week)	Duration (hours, h)	Workload (h)
Lecture & In-Class Activities	14	2	28
Preliminary & Further Study	14	2	28
Land Surveying	0	0	0
Group Work	0	0	0
Laboratory	0	0	0
Reading	14	1	14
Assignment (Homework)	0	0	0
Project Work	0	0	0
Seminar	0	0	0
Internship	0	0	0
Technical Visit	0	0	0
Web Based Learning	0	0	0
Implementation/Application/Practice	0	0	0
Practice at a workplace	0	0	0
Occupational Activity	0	0	0
Social Activity	0	0	0
Thesis Work	0	0	0
Field Study	0	0	0
Report Writing	0	0	0
Final Exam	1	1	1
Preparation for the Final Exam	4	2	8
Mid-Term Exam	1	1	1
Preparation for the Mid-Term Exam	9	2	18
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	57	0	98