| Code |
Name of the Course Unit |
Semester |
In-Class Hours (T+P) |
Credit |
ECTS Credit |
| CGY341E |
NEUROLOGICAL DEVELOPMENT |
5 |
2 |
2 |
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 |
Prof. NEFİSE SEMRA ERKAN |
| Instructor(s) of the Course Unit |
Assist.Prof. DENİZ YILDIZ |
| Course Prerequisite |
No |
OBJECTIVES AND CONTENTS |
| Objectives of the Course Unit: |
The aim of this course is to provide students with knowledge and attitudes about the structural and functional features of the nervous system, cognitive and spiritual developmental stages, clinical features and diagnostic criteria of motor and mental developmental delays, childhood neurodevelopmental and neurological diseases. |
| Contents of the Course Unit: |
Nervous system and development,
Stages of child brain and cognitive development,
Brain injuries,
Developmental screening tests and psychometric assessment tests,
Developmental and neurological disorders and treatment approaches,
Mental health problems related to neurological disorders. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
| Explain the development, structure, and basic functions of the nervous system |
| Describe the essential components of neurological history-taking and neurological examination in children. |
| Identify typical mental and motor developmental milestones and recognize deviations from expected developmental patterns. |
| Explain neurological and developmental risk factors in infancy and the importance of early identification and assessment of at-risk infants. |
| Compare developmental screening tools and psychometric assessment methods used to evaluate children's developmental functioning. |
| Describe the clinical characteristics and developmental implications of major childhood neurological disorders, including cerebral palsy, epilepsy, neurometabolic, neurodegenerative, and neuromuscular diseases. |
| Identify the main characteristics of neurodevelopmental disorders, including attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD),abuse and discuss their effects on child development. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
| Week |
Preparatory |
Topics(Subjects) |
Method |
| 1 |
Literature Review |
Development and Structure of the Nervous System |
Instruction |
| 2 |
Literature Review |
Neurological Evaluation: Neurological History and Examination |
Instruction, Case Study |
| 3 |
Literature Review, Independent research |
Mental and Motor Developmental Stages |
Instruction, Discussion |
| 4 |
Independent research |
The Concept of Infant at Risk: Neurological Examination in Infants at Risk |
Instruction, Case Study |
| 5 |
Literature Review |
Developmental Assessment: Developmental Screening Tests and Psychometric Assessment |
Instruction |
| 6 |
Web-based research, Individual research |
Motor and Mental Developmental Retardation: Definition and Approach |
Instruction, Discussion |
| 7 |
- |
MID-TERM EXAM |
- |
| 8 |
Literature Review |
Review |
Instruction, Discussion |
| 9 |
Literature Review |
Cerebral palsy |
Instruction |
| 10 |
Literature Review |
Seizure Epilepsy |
Instruction, Case Study |
| 11 |
Independent research |
Approaches to Neurometabolic / Neurodegenerative Disease Groups with a case study |
Instruction, Case Study, Discussion |
| 12 |
Literature review, Web-based research, Independent research |
Neuromuscular Diseases |
Instruction |
| 13 |
Independent research |
Mental and Neuropsychological Problems in Children: Attention Deficit and Hyperactivity Disorder |
Instruction |
| 14 |
Literature review, Web-based research |
Mental and Neuropsychological Problems in Children: Autism Spectrum Disorder |
Instruction |
| 15 |
Independent research |
Child Neglect and Abuse |
Instruction, Discussion, Case Study |
| 16 |
- |
FINAL EXAM |
- |
| 17 |
- |
FINAL EXAM |
- |
SOURCE MATERIALS & RECOMMENDED READING |
| Piña-Garza, JE. and Fenichel, GM. (2013). Clinical Child Neurology |
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 |
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
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.
|
|
|
|
|
4 |
|
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.
|
|
|
|
|
4 |
|
| 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.
|
|
|
|
|
|
5 |
| 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.
|
|
|
|
|
4 |
|
| 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 |
2 |
28 |
| Preliminary & Further Study |
14 |
1 |
14 |
| Land Surveying |
0 |
0 |
0 |
| Group Work |
0 |
0 |
0 |
| Laboratory |
0 |
0 |
0 |
| Reading |
14 |
2 |
28 |
| 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 |
1 |
2 |
2 |
| Mid-Term Exam |
1 |
1 |
1 |
| Preparation for the Mid-Term Exam |
1 |
2 |
2 |
| Short Exam |
0 |
0 |
0 |
| Preparation for the Short Exam |
0 |
0 |
0 |
| TOTAL |
46 |
0 |
76 |
|
Total Workload of the Course Unit |
76 |
|
|
Workload (h) / 25.5 |
3 |
|
|
ECTS Credits allocated for the Course Unit |
3,0 |
|