TÜRKÇE
ENGLISH
Information
| Code | SNFS406 |
| Name | Child Psychology |
| Term | 2024-2025 Academic Year |
| Semester | 8. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. FİLİZ YURTAL |
| Course Instructor |
1 2 |
Course Goal / Objective
The major goals of the course are: (1) to make you familiar with normal processes of child development; (2) to acquaint you with some of the basic concepts and research methods that are used in the study of child development; (3) to give you an overview of current theories about children's development, as well as to discuss the relations between theories, empirical research strategies, and research results; and (4) to discuss cultural perceptions of child development.
Course Content
Basic concepts, history and methods of child psychology; prenatal development; infancy period, development areas and characteristics; early childhood development areas and characteristics; final childhood development areas and characteristics; the child in the family structure; the child in the school system; childhood adaptation and behavior problems; children with special needs.
Course Precondition
No
Resources
Yavuzer, H. (2000). School Age Child with Educational and Developmental Characteristics. Istanbul: Remzi Bookstore
Notes
Yavuzer, H. (1999) Child Psychology Istanbul: Remzi Bookstore. Yörükoğlu, A. (1993). Child Mental Health Kılıçcı, Y. (2006). Mental Health at School. 5.Print. Ankara: Ani Publishing Sargin, N. (2001). Mental Health in Children. Ankara: Nobel Publication Distribution
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic concepts of child development and psychology |
| LO02 | Discuss the principles of development and the factors affecting development. |
| LO03 | Summarize the characteristics of different developmental periods of children |
| LO04 | Compares the theories about child development and psychology |
| LO05 | List the methods used in child development and psychology. |
| LO06 | Explains the effects of negative experiences on children |
| LO07 | Recognize developmental and psychological problems in children. |
| LO08 | Provides suggestions for the solution of developmental and psychological problems. |
| LO09 | Collaborates with families in solving problems |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 3 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 3 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans, implements and evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 2 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 2 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 2 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | 2 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 2 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | 5 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 2 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 2 |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | 3 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | 3 |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 4 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 3 |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | 3 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Definition and importance of child mental health | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Three basic theories explaining human nature and mental health | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Early childhood and mental health | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Second childhood and mental health | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Youth and mental health | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Child and parent attitudes in the family | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Communication with the child - the child in the family | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Mid-term Exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Child in the family-changing the child's behavior - reward and punishment | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Child at school - starting school | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Children at school - basic teaching skills-creating an effective classroom environment | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Child at School - basic teaching skills-discipline | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Common problems and maladaptive behaviors 1 | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Common problems and maladaptive behaviors 2 | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Evaluating the end of the term | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Exam | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||