CHILDRENS LITERATURE PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
CGY208E	CHILDRENS LITERATURE	4	2	2	3

GENERAL INFORMATION
Language of Instruction :	English
Level of the Course Unit :	, TYY: + , EQF-LLL: , QF-EHEA:
Type of the Course :	Compulsory
Mode of Delivery of the Course Unit	-
Coordinator of the Course Unit
Instructor(s) of the Course Unit
Course Prerequisite	No

OBJECTIVES AND CONTENTS
Objectives of the Course Unit:	It is aimed to teach children's literature and to provide students with the knowledge and skills to raise awareness about the upbringing of children taking into account the language development of children.
Contents of the Course Unit:	The contents of this course includes a brief history of children's literature, techniques of analysing a story book, techniques to use in a classroom while reading a storybook and critical evaluation of stories on matters of class, race, gender and other social concerns.

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)
Explains the concepts related to children's literature.
Explains the importance and characteristics of children's literature.
Establishes a relationship between children's literature and child development.
Discriminates the characteristics of children's books.
Organizes the points to be considered while preparing a children's book.
Supports families and educators in the selection of age-appropriate books.

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY
Week	Preparatory	Topics(Subjects)	Method
1	-	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	Discussion
2	Read chapter 2, Wolf, 2004	Literary Engagement	Reading, powerpoint slides and class discussion
3	Read chapter 3, Wolf, 2004	Literary Elements in Prose	Reading, powerpoint slides and class discussion
4	Read chapter 3, Wolf, 2004	Talking About Literature	Reading, powerpoint slides and class discussion
5	Read chapter 5, Wolf, 2004	Gender in Children’s Literature	Reading, powerpoint slides and class discussion
6	Read chapter 6, Wolf, 2004 Read Love That Dog by Sharon Creech	Interpreting Literature Through Writing	Reading, powerpoint slides and class discussion
7	Read chapter 7, Wolf, 2004	Interpreting Literature Through the Visual Arts	Reading, powerpoint slides and class discussion
8	Read chapter 8, Wolf, 2004	Interpreting Literature Through Drama	Reading, powerpoint slides and class discussion
9	Read chapter 1, Wartenberg, 2009	Philosophy and Children Stories	Reading, powerpoint slides and class discussion
10	-	MID-TERM EXAM	-
11	Read chapter 8, Wartenberg, 2009	Teaching Ethics	Reading, powerpoint slides and class discussion
12	Read chapter 9, Wartenberg, 2009	Teaching Social and Political Philosophy	Reading, powerpoint slides and class discussion
13	Read chapter 10, Wartenberg, 2009	Teaching Metaphys	Reading, powerpoint slides and class discussion
14	Read chapter 11, Wartenberg, 2009	Teaching the Philosophy of Mind	Reading, powerpoint slides and class discussion
15	Read chapter 12, Wartenberg, 2009	Teaching Environmental Philosophy	Reading, powerpoint slides and class discussion
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

SOURCE MATERIALS & RECOMMENDED READING
Shelby A. Wolf-Interpreting Literature With Children (Literacy Teaching Series) (2003)
Kyla Brown-Watsons Go to Birmingham 1963, the Reading Guide-Saddleback Educational Publishing, Inc. (2006)
Burton D. Fisher-Hansel and Gretel (Opera Journeys Mini Guide Series) (2000)
E. B. White, Garth Williams-Charlotte's Web (Trophy Newbery)-HarperCollins (1974)
Wartenberg, T. E. (2014). Big ideas for little kids: Teaching philosophy through children's literature. Rowman & Littlefield.

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

Level of Contribution
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Explains the basic concepts related to the field and associates them with the developmental theories.					4
2	Explains the global, regional and local differences using the basic concepts of human development based on relevant developmental theories.						5
3	Defines and implements the proffesional limitations, competencies and responsibilities that can be used in the academic works and field practices.					4

KNOWLEDGE
Factual
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Has ability of written and verbal expression in order to collaborate with relevant people and institutions related to the field.					4
2	Describes the basic facts, principles, processes of the other disciplines related to the field and the methods used in practice, analyzes and evaluates at the undergraduate level.						5
3	Finds various solutions to individual and social problems using professional knowledge and skills and being objective.					4

SKILLS
Cognitive
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Formulates the thoughts and practices in the field.					4
2	Contributes with the ideas in works that require teamwork, discusses the ideas to bring up as a matter.					4

SKILLS
Practical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Joins actively to the teamwork.					4
2	Designs and implements an entire study related to the field, analyzes and reports the findings.						5
3	Completes the responsibilities and fulfilling the duties as a team member in a joint work related to the field.					4

OCCUPATIONAL
Autonomy & Responsibility
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Works independently in researches and practices related to the field.						5
2	Takes active role and different responsibilities as a team member or a team leader and completes them successfully.					4

OCCUPATIONAL
Learning to Learn
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Displays such a performance which shows that internalizing personal development and lifelong learning is an ongoing process.					4

OCCUPATIONAL
Communication & Social
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Awares of the individual, personal, social and professional responsibilities.					4

OCCUPATIONAL
Occupational and/or Vocational
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Organizes the basic and specific topics, facts and theories related to the field, uses this knowledge in professional practice.					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	2	28
Land Surveying	0	0	0
Group Work	0	0	0
Laboratory	0	0	0
Reading	0	0	0
Assignment (Homework)	4	2	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	2	4	8
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	37	0	76