GAME AND GAME MATERIALS PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
CGY246E	GAME AND GAME MATERIALS	4	3	3	3

GENERAL INFORMATION
Language of Instruction :	English
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. NURTEN ELKİN
Instructor(s) of the Course Unit
Course Prerequisite	No

OBJECTIVES AND CONTENTS
Objectives of the Course Unit:	This course explores the significance of play in child development and the role of game materials in facilitating play experiences. Topics include the history of play, theoretical perspectives on children's play, neuroscience insights, cultural and gender influences, design principles for toys, and considerations for children with disabilities.
Contents of the Course Unit:	Theories about play, active play, physical activities for children, evaluating play materials, preparing play materials.

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)
Explains game theories.
Adheres to their views on the game.
Predicts that he/she believes in the importance of museum visits related to the play.
Predicts that he/she believes in the importance of museum visits related to the play.
Organizes some toys to be suitable for the child's development.
Designs play activities suitable for the development of the child.
Demonstrates examples of semi-structured games.

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY
Week	Preparatory	Topics(Subjects)	Method
1	Reading the curriculum	Play’s History: Ideas, Beliefs, and Activities	Direct Instruction Technique
1	-	Meeting and Talking About Course Objectives Syllabus Overview	-
2	Literature Review	Theory as Lenses on Children’s Play	Direct Instruction Technique
2	Literature Review	Theories and Theoreticians in the Area of Play	Direct Instruction Technique
3	Literature Review, Self Research	Neuroscience and Play Deprivation	Direct Instruction Technique, Catechize
3	Literature Review, Self Research	Theories and Theoreticians in the Area of Play	Direct Instruction Technique, Catechize
4	Literature Review, Self Research, Web Based Research, Observation	Play: Infants and Toddlers	Direct Instruction Technique, Catechize
4	Literature Review, Self Research, Web Based Research	Physical Activities for Young Children	Direct Instruction Technique, Catechize
5	Literature Review, Self Research, Web Based Research, Observation	Play in the Preschool Years	Direct Instruction Technique, Catechize
5	Literature Review, Self Research, Web Based Research	Physical Activities for Infants and Toddlers	Direct Instruction Technique, Catechize
6	Literature Review, Self Research, Web Based Research, Observation	Play and the School-Age Child	Direct Instruction Technique,Self Study
6	Literature Review, Self Research, Web Based Research	Physical Activities for Preschool Aged Children	Direct Instruction Technique,Self Study
7	-	An Overview of the Lessons	Direct Instruction Technique, Q/A Session
7	-	An Overview of the Lessons	Direct Instruction Technique, Catechize
8	-	MID-TERM EXAM	-
8	-	MID-TERM EXAM	-
9	Literature Review, Self Research, Web Based Research	Culture and Gender in Play	-
9	Literature Review, Self Research, Web Based Research	Features of Play Materials	-
10	Literature Review, Self Research, Web Based Research	How to Prepare a Qualified Game Materials?	Discussion, Direct Instruction Technique, Demonstration
10	Literature Review, Self Research, Web Based Research	How to Prepare a Qualified Game Materials?	Discussion, Direct Instruction Technique, Demonstration
11	Self Research, Group Research, Group Discussions	Play and the Curriculum	Demonstration, Discussion, Self Study, Creative Work
11	Self Research, Group Research, Group Discussions	Integrated Lesson Plan Preparations	Demonstration, Discussion, Self Study, Creative Work
12	Self Research, Group Research, Group Discussions	Play and the Children with Disabilities	Discussion, Self Study, Creative Work
12	Self Research, Group Research, Group Discussions	Integrated Lesson Plan Preparations	Discussion, Self Study, Creative Work
13	Self Research, Group Research, Group Discussions	Computers and Technology as Emerging Toys	Discussion, Self Study, Creative Work
13	Self Research, Group Research, Group Discussions	Integrated Lesson Plan Preparations	Discussion, Self Study, Creative Work
14	Web Based Research	Play and Play Materials Presentations of Students	Project Based Learning, Self Study.
14	Web Based Research	Play and Play Materials Presentations of Students	Project Based Learning, Self Study.
15	-	An Overview of the Lessons	Direct Instruction Technique, Q/A Session
15	-	An Overview of the Lessons	Direct Instruction Technique, Catechize
16	-	FINAL EXAM	-
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-
17	-	FINAL EXAM	-

SOURCE MATERIALS & RECOMMENDED READING
Frost, J. L., Wortham, S. C., & Reifel, R. S. (2008). Play and child development. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Brewer, J. A. (1992). Introduction to early childhood education: Preschool through primary grades. Boston, MA: Allyn and Bacon.
Samuelsson, I. P., & Fleer, M. (Eds.). (2008). Play and learning in early childhood settings: International perspectives (Vol. 1). Springer Science & Business Media.

ASSESSMENT
Assessment & Grading of In-Term Activities	Number of Activities	Degree of Contribution (%)	Description

Level of Contribution
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field of Child Development.						5

KNOWLEDGE
Factual
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field of Child Development.					4

SKILLS
Cognitive
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	To be able to use advanced theoretical and applied knowledge gained in the field of Child Development.					4

SKILLS
Practical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	To be able to interpret and evaluate data, to define and analyze problems, to develop solutions based on research and evidence by using the advanced knowledge and skills acquired in the field of Child Development.						5

OCCUPATIONAL
Autonomy & Responsibility
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Being able to independently carry out an advanced study in the field of Child Development.					4
2	To be able to take responsibility individually and as a team member to solve complex unforeseen problems encountered in practices related to Child Development.						5
3	To be able to understand and manage the activities for the development of the employees under his/her responsibility within the framework of a project.					4

OCCUPATIONAL
Learning to Learn
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Being able to critically evaluate the advanced knowledge and skills acquired in the field of Child Development.					4
2	Ability to identify learning needs and direct learning.					4
3	Developing a positive attitude towards lifelong learning						5

OCCUPATIONAL
Communication & Social
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	To be able to inform relevant persons and institutions on issues related to Child Development; to be able to convey their thoughts and solutions to the problems verbally and in writing.					4
2	To be able to share with experts and non-experts, by supporting them with quantitative and qualitative data, their thoughts and solutions to problems in the field of Child Development.					4
3	Being able to organize and implement projects and activities for the social environment in which they live with the awareness of social responsibility.					4
4	To be able to follow the information in the field and communicate with colleagues by using a foreign language at least at the European Language Portfolio B1 General Level.						5
5	To be able to use information and communication technologies together with computer software at the Advanced Level of the European Computer Use License required by the Child Development field.				3

OCCUPATIONAL
Occupational and/or Vocational
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results related to Child Development.					4
2	To have sufficient awareness of the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety.					4

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	3	42
Preliminary & Further Study	14	1	14
Land Surveying	0	0	0
Group Work	12	1	12
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	12	1	12
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	0	0	0
Mid-Term Exam	0	0	0
Preparation for the Mid-Term Exam	0	0	0
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	53	0	81