TÜRKÇE
ENGLISH
Information
| Code | OÖ1839 |
| Name | |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 5-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 5 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
It is aimed to enable students to understand the importance of family education and participation in early childhood education, to gain knowledge and skills in planning, implementing and evaluating family education and participation studies, to gain the ability to follow and interpret current research.
Course Content
The importance and purpose of family education and participation in early childhood education; family theories; techniques used in family education; family participation studies; planning, implementation and evaluation of family education and participation; examining current research on family education and participation and planning, conducting and reporting research on family education and participation.
Course Precondition
There is no prerequisite for the course.
Resources
Aile Eğitimi ve Katılımı. Her Yönüyle Okul Öncesi Eğitim Seti Hedef Yayıncılık Aktaş Arnas, Y. (Ed.) (2011). Aile eğitimi ve okul öncesinde aile katılımı. Ankara: Vize Yayıncılık. Cömert, D. ve Erdem, E. Erken çocukluk döneminde aile eğitimi. Ankara: Eğiten Kitap Yayınevi Çağdaş, A. ve Şahin Seçer, Z. Anne baba eğitimi. Ankara: Eğiten Kitap Yayınevi Hornby, G.(2000). Improving parental involvement. London: Continuum International Pub.
Notes
Balkar, B. (2009).Okul-aile işbirliği sürecine ilişkin veli ve öğretmen görüşleri üzerine nitel bir çalışma. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3 (36), 105-123. Anders, Y., Rossbach H.G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S. Et al. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27, 231-244. Arnold, D. H., Zeljo, A., Doctoroff, G. L. & Ortiz, C.(2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37 (1), 74-90. Becker, H. J.,& Epstein, L. J. (1982). Parent involvement: A survey of teacher practices. The Elementary School Journal, 83 (2), 85-102. Fan, X. ve Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychological Review, 13 (1), 1-22. Fantuzzo, J. & Tighe, E., Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–370. Ford, L. & Amaral, D. (2006). Research on parent involvement: Where we’ve been, where we need to go. School Leadership Journal, 1 (6), 1-20. Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52. Kohl, G., Lengua, L.J. & Mcmahon R.J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38 (6), 501-523. LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D. & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41 (2), 55-66. Manolitsis, G., Georgiou, G. & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692-703. Marcon, R. A. (1999). Positive relationships between parents school involvement and publish school inner city preschoolers’ development and academic performance. School Psycology Rewiev, 28 (3), 395-412. MEB (2013) 0-36 Aylık Çocuklar İçin Eğitim Programıyla Bütünleştirilmiş Aile destek Eğitim Rehberi (EBADER). Milli Eğitim Bakanlığı. MEB (2013)Okul Öncesi Eğitimle Bütünleştirilmiş Aile Destek Eğitim Rehberi (OBADER). Milli Eğitim Bakanlığı. Morrison, G.S. (2006).Fundamentals of early childhood education. USA: Pearson, Merrill Prentice Hall. Nakamura, R. M. (2000). Healthy classroom management: Motivation, communication, and discipline. Wadsworth Thomson Pub. Canada. Pekşen Akça, R. ve Aydoğdu F. (Eds.) Aile eğitiminde güncel konular. Ankara: Eğiten Kitap Yayınevi Pena, D. C. (2000). Parent involvement: Influencing factors and implications. The Journal of Educational Research, 94 (1), 42-54. Pomerantz, E. M., Moormann, E. A. & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77 (3), 373-410.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the concept of family, the importance of family in child education and family theories. |
| LO02 | Describes family education, family education approaches and programmes. |
| LO03 | Identifies the methods and techniques used in family education. |
| LO04 | Expresses family participation, its purpose and importance, family participation barriers. |
| LO05 | Explains family participation studies. |
| LO06 | Plans family education and participation activities by determining the needs of families. |
| LO07 | Explains the implementation and evaluation process of family education and participation studies. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Develops and deepens the current and advanced knowledge in preschool level based on master's qualifications at the level of expertise and reach original definitions that will bring innovation to science. | 2 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Defines the scientific research and analysis methods used in social sciences at advanced level. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Establishes relationships between the various disciplines and subfields to which the field is related, and obtains original results by using the expertise knowledge in the analysis, synthesis and evaluation of new and complex ideas. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Approaches the new knowledge in his / her system in a systematic way and conducts an advanced research about his / her field. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Develops a new scientific method that brings innovation to science or applies a known method to a different area; At this point, he / she designs and performs an original research. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Makes a critical analysis, synthesis and evaluation of national and international pre-school practices | 2 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Extends the boundaries of knowledge in his / her field by publishing scientific papers related to his / her field in national and / or international refereed journals. | 3 |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Makes leadership in original and interdisciplinary studies. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Works independently or as a team member in case of problems related to his / her field | 3 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Develops new ideas and methods related to the field by using high level mental processes such as problem solving and decision making. | 2 |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | Develops effective teaching strategies in order to provide students with the knowledge and skills related to their field and applies them on theoretical, interactive and ethical grounds. | |
| PLO12 | Beceriler - Bilişsel, Uygulamalı | Questions of social and social issues from a critical point of view and open to new perspectives. | 2 |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates by considering the cultural differences in all national and international studies. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Presents scientific studies in a written, oral and visual way to experts or non-experts using information and communication technologies effectively. | 4 |
| PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Establishes and discusses written, oral and visual communication at an advanced level by using a foreign language at least at European Language Portfolio C1 Level. | |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Develops solutions on social, scientific and ethical issues related to the field and supports the development of these values at national and international level. | 1 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of course content, resources, strategies, methods and techniques to be followed. | no preparation required | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | The concept of family, functions of the family, family types and family in the education of the child in the historical process | Reading related resources | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 3 | Familial factors affecting the child’s development (parental attitudes, place of the child in the family, birth order, being an only child, gender, etc.) | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma |
| 4 | Communication within the family | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Rol Oynama, Grup Çalışması |
| 5 | Definition, purpose, importance of family education, family education approaches and programs | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 6 | Methods and techniques used in family education | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama |
| 7 | Family education programs implemented in Turkey and the world | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 8 | Mid-Term Exam | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Definition, content and legal basis of school-family cooperation | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 10 | Definition and purpose of family participation, problems and barriers encountered in family participation | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 11 | School-based family participation activities | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama, Bireysel Çalışma |
| 12 | Home-based family involvement activities | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama, Tartışma, Bireysel Çalışma |
| 13 | Community participation in pre-school education | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 14 | Examination and discussion of current research on family education and participation | Reading and reporting related sources | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 15 | Presentation of the research proposal prepared for family education or family participation | Preparing a research proposal | Öğretim Yöntemleri: Grup Çalışması, Bireysel Çalışma |
| 16 | Term Exams | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 5 | 20 | 100 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 10 | 10 |
| Total Workload (Hour) | 204 | ||
| Total Workload / 25 (h) | 8,16 | ||
| ECTS | 8 ECTS | ||