Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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CGP109 | CHILDRENS LITERATURE AND MEDIA | 1 | 2 | 2 | 3 |
GENERAL INFORMATION |
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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 EMEK UÇARMAN ÖZGEN |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | Students teach children's literature and children's language development to educate students about considering to raise awareness |
Contents of the Course Unit: | Pre-school children can develop language skills won the literary genres to teach students. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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You can select from publications prepared for children to be useful. |
Publication prepared for pre-school children can use. |
Children's literature for children and can evaluate media coverage. |
According to pre-school children can create stories. |
Substituted in accordance with pre-school children can design the book. |
Preschoolers will cater to compare publications. |
Preschoolers can be planned according to the magazine. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Instructor Course Notes Written Sources | Course introduction and application, assessment information to be disclosed to the students the importance of the course and other courses in the curriculum to emphasize the interaction with | Expression |
2 | Written Sources | Children's Literature Definition, Scope,Literature, Contribution To The Development Of The Child | Expression |
3 | Written Sources | Traits of children's books, children's books types of | Expression |
4 | Written Sources | the features of children's books (internal structure characteristics), children's books training principles to be considered in the preparation of | Expression |
5 | written sources | tale: definition, history, types, fairy tales, the study of structural properties of Turkish and Western table | Expression |
6 | written sources | legends, myths, fables, riddles, and contributions to the literary genres of children's literature from this use and development characteristics | Expression |
7 | written sources | Enjoy poetry in children's literature, Mania, lullabies, stories and features that should be present according to age groups in the story, novel | Expression |
8 | - | MID-TERM EXAM | - |
9 | Applications | read fairy tales and Stories | Presentation |
10 | Visual Resources | The 3-D showing the construction of a children's book and be shown examples | Expression |
11 | Visual Resources, Applications | 3-D demonstration of the construction and implementation of children's book | Demonstration |
12 | Visual Resources, Applications | 3-D demonstration and practice children's Book of the construction | Demonstration |
13 | Visual Resources, Applications | 3-D demonstration and practice children's Book of the construction | Demonstration |
14 | Visual Resources | examples of stop motion cartoon, which is a method definition | Expression |
15 | Visual Resources, Applications | stop motion application to be made in the classroom | Demonstration |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Yalcin, Alemdar & Aytas, Gıyasettin Akçağ Spring., Ankara, 2008 Genre, Gülseren / Tours, Helen, in Preschool Children, Literature and Books, YA-PA, Istanbul, 1999 Ed. For Selda Akçalı, Children and Media, Publishing Nobel., Ankara, 2009 |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Turkish Language use knowledge and Turkish oral and written correctly and in a nice way, using if necessary the Turkish text prepares the most basic level of English, listening, comprehension, reading and writing skills have, Turkish youth of the Turkish Republic in recent history and the Kemalist Thought has information about , have basic computer knowledge. May prepare written correspondence and professional presentation of the basic statements that can be realized level can use office programs, cluster numbers, the number of transactions related to the applications of ratio and proportion, you know,
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4 | |||||
2 |
Child Development in related fields also have knowledge of regulations and procedures to be.
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2 | |||||
3 |
Preschool special education on the topics of education and comprehension skills required to win.
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2 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
About child development and education requirements of their profession may realize.
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4 | |||||
2 |
Child development and learning methods and techniques on the training can be explained.
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3 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
On special education preschool education and current developments and their work, supported by quantitative and qualitative data inside the field and off the field to groups, written, oral and visual forms of transfer.
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5 | |||||
2 |
In preschool education and special education possible social, environmental and ethical decision making, taking into account the results will form the basis for collecting data, evaluates and reviews.
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2 | |||||
3 |
Child Development on (street children, gifted children, sight and hearing impaired children, speech and language problems of children with mental and physical disabilities or children, sick children) research project planning, implementation projects located in interdisciplinary studies collective and individual responsibilities about how to gain the confidence and competence.
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1 | |||||
4 |
Able to identify potential problems related to child development and their ability to identify research needed to win.
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1 | |||||
5 |
Preschool education institutions critical about the reliability of programs, the antithesis and synthesis to produce and deliver solutions that can provide a positive development.
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3 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Preschool children's educational programs and to support the development of games, music, drama activities to implement.
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4 | |||||
2 |
Especially in childhood mental health problems and feelings and behavior in the classroom to avoid problems. Develop solutions to these problems with a professional approach to
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3 | |||||
3 |
Preschool education and special education children in the 0-6 age to have information related to the development and evaluation of the child in accordance with the development plan and implement training programs.
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3 | |||||
4 |
Knowing childhood diseases, first aid in emergency situations that require intervention to make.
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0 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Being aware of the duties and responsibilities of the profession, social and cultural rights in human-environment relations, respecting the importance of preschool education and understand the seriousness, to improve the quality of education to develop solutions.
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5 | |||||
2 |
To specialize in the field by collecting data, doing literature review and analysis of the same or a different level of expertise and disciplines in the field of information develops and deepens
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4 | |||||
3 |
Children with relevant local, regional, national and cultural sensitivity, contributing to the formation process of environmental sensitive infrastructure has to be able to develop project proposals.
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5 | |||||
4 |
In the area of current knowledge, critical and dialectical approach to evaluate, to have knowledge, understanding and skills of the discipline requires a professional approach ethical principles in light of the rules of professional conduct, criteria and standards and the legal framework in accordance with the possible social, environmental and ethical implications of taking into account the competency to use to have.
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3 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Yaşam boyu kişisel ve mesleki gelişimi ile ilgili öğrenmeye açık tutum ve tavır geliştirir.
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4 | |||||
2 |
Self-criticism in their work by including objective evaluation skills to win.
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5 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Child, family, colleagues and space-related institutions and organizations communicate effectively with.
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5 | |||||
2 |
Create professional ethics and responsibility.
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4 | |||||
3 |
Space-related events in the community and are sensitive to the world's agenda and monitors progress.
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5 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Develop creative thinking skills.
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4 | |||||
2 |
Ability to work in collaboration with other disciplines has the experience.
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1 | |||||
3 |
External appearance, demeanor, attitude and behavior exemplifies the community.
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1 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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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 | 1 | 14 |
Land Surveying | 0 | 0 | 0 |
Group Work | 3 | 6 | 18 |
Laboratory | 0 | 0 | 0 |
Reading | 0 | 0 | 0 |
Assignment (Homework) | 2 | 4 | 8 |
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 | 1 | 1 | 1 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 0 | 0 | 0 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 36 | 0 | 71 |
Total Workload of the Course Unit | 71 | ||
Workload (h) / 25.5 | 2,8 | ||
ECTS Credits allocated for the Course Unit | 3,0 |