Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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FTY141 | NORMAL MOTOR DEVELOPMENT | 1 | 2 | 2 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Compulsory |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assist.Prof. ÇAĞIL ERTÜRK |
Instructor(s) of the Course Unit | Lecturer SUZAN AYDIN |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | By examining the normal postnatal development process in terms of reflex and motor developmental stages, together with the factors affecting movement and function, developmental biomechanics, development of spinal curves, nervous system, reflexes, development of sense and perception, development of cardiovascular and pulmonary systems, psychomotor system and pathological reflexes in terms of normal developmental stages. It is aimed to gain knowledge and skills related to movement dysfunctions and motor development tests and their application. |
Contents of the Course Unit: | Normal development, embryonic development, infant development, factors affecting movement development, psychomotor development, motor organization levels, newborn evaluation, pathological reflexes, reflexes and correction reactions and motor development tests. |
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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Evaluates neurological, orthopedic and occupational therapy examination findings. |
Evaluates abnormal reflexes. |
Categorizes abnormal muscle tone and dysfunction. |
Evaluates conditions showing abnormal motor development. |
Analyzes motor movement and sensory development. |
List the developmental stages of the baby in intrauterine life. |
Makes the newborn evaluation. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Literature Review, Web-Based Research | Introduction to Motor and Functional Development and Terminology | Discussion,Individual Study, Project Work |
2 | Literature Review, Web-Based Research | Basic Principles of Development | Discussion,Individual Study, Project Work |
3 | Literature Review, Web-Based Research | Motor Learning, Motor Movement, and Motor Development: Basic Concepts and Processes | Discussion,Individual Study, Project Work |
4 | Literature Review, Web-Based Research | Developmental Theories Related to Motor Learning | Discussion,Individual Study, Project Work |
5 | Literature Review, Web-Based Research | Prenatal Development | Discussion,Individual Study, Project Work |
6 | Literature Review, Web-Based Research | Development of the Nervous System and Musculoskeletal System During Fetal Period | Discussion,Individual Study, Project Work |
7 | Literature Review, Web-Based Research | Kinesiology of Normal Motor Development | Discussion,Individual Study, Project Work |
8 | - | MID-TERM EXAM | - |
9 | Literature Review, Web-Based Research | Reflexes Related to Motor Development in Infants | Discussion,Individual Study, Project Work |
10 | Literature Review, Web-Based Research | Corrective, Protective, Balance Reactions, and Postural Reactions | Discussion,Individual Study, Project Work |
11 | Literature Review, Web-Based Research | Normal Movement and Functional Development - Gross Motor Development | Discussion,Individual Study, Project Work |
12 | Literature Review, Web-Based Research | Normal Movement and Functional Development - Fine Motor evelopment | Discussion,Individual Study, Project Work |
13 | Literature Review, Web-Based Research | Physical Development | Discussion,Individual Study, Project Work |
14 | Literature Review, Web-Based Research | Sensory and Cognitive Development | Discussion,Individual Study, Project Work |
15 | Literature Review, Web-Based Research | Atypical Development and Common Pediatric Disorders | Discussion,Individual Study, Project Work |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Selçuk Apak, (1984), Gelişim Nörolojisi İ:Ü: Yayınevi. |
Lippincott Willams and Wilkins,(2009),Barr's Human Nervous System. |
Nöroloji Ders Kitabı IUITF (2004) Nobel Tıp Kitabevi . |
Adams Victors McGraw Hill Comp,(2005), Neurology. |
Fogel A, Nelson G.(1988), Child Development, USA. |
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 |
He fulfills all roles required by his professional performance, integrates the entire occupational therapy process, carries out his own practices using the information on theoretical and practical occupational therapy in his field. He actively participates in the development, advancement, and promotion of occupational therapy.
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3 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He explains the basic facts, principles, processes in the subfields of occupational therapy and the methods in the field of application makes advanced analyses and evaluations.
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3 | |||||
2 |
He uses the advanced knowledge he acquires to protect the community's health.
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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 |
He studies, picks, analyzes and synthesizes theories and application models in the occupational therapy field that are supported by scientific publications and resources, with the purpose of carrying out the activities and vital roles of people and communities and determining health care needs, and plans the response.
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4 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He analyzes biological, medical, psychological, sociological and technological information within the scope of occupational therapy, synthesizes this information with information from theories about activity and participation, determines and analyzes the person's resources and constraints. Using this information, research and evidence-based solution proposals can be developed.
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4 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
By critically interpreting activity and participation constraints, he chooses a professional and independent role for himself (e.g. treatment, counseling) and works in a people-centric manner by using prevention, rehabilitation, and treatment activities.
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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 |
He determines the need for research on topics associated with occupational therapy practices and/or occupational therapy science, prepares related research questions, conducts independent research, and carries on lifelong learning.
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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 |
By establishing close cooperation with the people and community, he carries out occupational therapy intervention, and works to improve community involvement by creating accessible and adaptable environments.
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3 | |||||
2 |
He works with those receiving services and providing care, with the team members, and other stakeholders in a cooperative and interdisciplinary manner to ensure roles and participation.
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3 | |||||
3 |
He has a computer license and foreign language proficiency adequate for use in Europe.
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1 |
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 |
He considers and respects personal differences, cultural beliefs, customs, and traditions and takes into account and respects their effect on participation in roles and activities. He combines these with scientific, cultural and ethical values.
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3 | |||||
2 |
He explains a person's daily life, production, and leisure time activities and his nature regarding his duties, and explains the connection between his performance regarding these and the connection between activities and health and wellbeing.
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3 | |||||
3 |
He acknowledges his own responsibility in the intervention he carries out and does so according to the principles of management and quality. He takes part in the process of quality development in occupational therapy and returns information to stakeholders.
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5 |
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 | 2 | 28 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 0 | 0 | 0 |
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 | 10 | 4 | 40 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 10 | 3 | 30 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 50 | 0 | 128 |
Total Workload of the Course Unit | 128 | ||
Workload (h) / 25.5 | 5 | ||
ECTS Credits allocated for the Course Unit | 5,0 |