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Information
| Unit | FACULTY OF EDUCATION |
| PRE-SCHOOL TEACHING PR. | |
| Code | OKLS214 |
| Name | Democratic Classroom Management and a Culture of Participation in Early Childhood |
| Term | 2025-2026 Academic Year |
| Semester | 4. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Label | E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. MUSTAFA YAŞAR |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
his course moves classroom management beyond a technical issue, approaching it through the lens of power relations, hegemony, and pedagogical authority. Students analyze processes of authority, obedience, resistance, and participation in early childhood classrooms, and explore ways to create more just and democratic learning environments together with children.
Course Content
This course approaches classroom management not merely as a matter of maintaining discipline and order, but as a space where children's voices are heard, they participate in decision-making processes, power relations are recognized, and the political nature of the teacher's role as a pedagogical leader is critically examined.
Course Precondition
none
Resources
• Gülden Uyanık Balat & Arzu Öztürk Samur (2016). Erken Çocukluk Döneminde Demokratik Değerler Eğitimi. Vize Yayıncılık. • Özlem Ünlühisarcıklı (2021). Erken Çocukluk Eğitiminde Çocuk Katılımı. Nobel Yayınları. • Aysel E. Çakmak (2019). Çocuk ve Katılım: Çocukların Sesiyle Demokrasi. Ayrıntı Yayınları. • Paulo Freire (2000). Ezilenlerin Pedagojisi. Ayrıntı Yayınları. • Aydın Usta & Melike Sayılkan (2022). Eğitimde Eleştirel Pedagoji Yaklaşımları. Eğiten Kitap. • Sibel Ergün (2021). Erken Çocuklukta Çocuk Hakları ve Katılım Uygulamaları. Morpa Kültür. • Michel Foucault (2015). Hapishanenin Doğuşu (Disiplin ve Ceza). İmge Kitabevi. • Antoni Gramsci (2021). Hapishane Defterleri’nden Seçmeler. Ayrıntı Yayınları. •
Notes
MEB (2022). Çocuk Katılımı Rehberi • UNICEF – Çocuklarla Demokratik Uygulamalar için Araç Seti
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Lists the ideological, cultural, and political dimensions of classroom management. |
| LO02 | Establishes structural and pedagogical conditions for child participation in early childhood classrooms. |
| LO03 | Implements methods that support children's active participation in decision-making processes. |
| LO04 | Recognizes power relations and creates an inclusive and equitable classroom environment. |
| LO05 | Explains the relationship between classroom management and education for democracy. |
| LO06 | Develops classroom practices that promote equality, representation, and spaces for resistance. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the theories of development, learning, and education related to pre-school children. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains regulations, principles and education program about early childhood education. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains basic concepts related to Science and Mathematics. | |
| PLO04 | Yetkinlikler - Öğrenme Yetkinliği | Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. | |
| PLO05 | Yetkinlikler - Öğrenme Yetkinliği | Uses family involvement strategies actively. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . | |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. | 4 |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. | 3 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Applies appropriate methods and techniques to support children´s development from all perspectives. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. | |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Modifies education settings to accommodate children with special needs and applies an inclusive education. | |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Uses information technology effectively to reach educational goals. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. | 4 |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Takes an active role in individual and group activities and successfully finish the tasks. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. | 4 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Has necessary skills and knowledge in the fields of music, games and drama. | |
| PLO19 | Bilgi - Kuramsal, Olgusal | Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. | 4 |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | What is classroom management? | Freire, 2000 | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 2 | Disciplinary Approaches in Early Childhood: Punishment or Dialogue? | Gülden Uyanık Balat & Arzu Öztürk Samur (2016). | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Örnek Olay |
| 3 | What Does Child Participation Mean? The Lundy Model and Children's Rights | Gülden Uyanık Balat & Arzu Öztürk Samur (2016). | Öğretim Yöntemleri: Soru-Cevap |
| 4 | Power Relations in Classroom Management: Teacher, Child, and Family | Michel Foucault (2015). | Öğretim Yöntemleri: Beyin Fırtınası |
| 5 | Micropolitics: Silence, Reward, Pressure, and Voluntarism | Michel Foucault (2015). | Öğretim Yöntemleri: Rol Oynama |
| 6 | Democratic School Culture: Rules, Roles, and Meetings | Antoni Gramsci (2021). | Öğretim Yöntemleri: Grup Çalışması |
| 7 | Silence, Control, and Invisible Rules in Early Childhood Education | Antoni Gramsci (2021). | Öğretim Yöntemleri: Örnek Olay, Problem Çözme |
| 8 | Mid-Term Exam | overview | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 9 | The Hegemony of the “Good Student” and “Good Teacher” Roles | Özlem Ünlühisarcıklı (2021). | Öğretim Yöntemleri: Grup Çalışması |
| 10 | Child Participation and Democracy: Illusion or Reality? | Özlem Ünlühisarcıklı (2021). | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 11 | Ethical Stance and Teacher Attitude in Classroom Management | Aysel E. Çakmak (2019). | Öğretim Yöntemleri: Örnek Olay |
| 12 | The Teacher’s Silent Power: Listening, Waiting, Standing Back | Aysel E. Çakmak (2019). | Öğretim Yöntemleri: Beyin Fırtınası |
| 13 | Democratic Intervention Techniques: Storytelling and Emotional Reading | Aydın Usta & Melike Sayılkan (2022). | Öğretim Yöntemleri: Anlatım, Tartışma |
| 14 | Final Projects: Reconstructing Power Relations – Workshop Presentations | Paulo Freire (2000). | Öğretim Yöntemleri: Gösteri |
| 15 | Course Evaluation: "My Democratic Classroom" | overview | Öğretim Yöntemleri: Bireysel Çalışma, Grup Çalışması |
| 16 | Term Exams | overview | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | overview | 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 | 4 | 56 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 2 | 4 | 8 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 3 | 3 |
| Final Exam | 1 | 5 | 5 |
| Total Workload (Hour) | 100 | ||
| Total Workload / 25 (h) | 4,00 | ||
| ECTS | 4 ECTS | ||