TÜRKÇE
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Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SNFS405 |
| Name | Child Psychology |
| Term | 2026-2027 Academic Year |
| Semester | 7. 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 |
| Label | FE Field Education Courses E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. FİLİZ YURTAL |
| Course Instructor |
Prof. Dr. FİLİZ YURTAL
(Güz)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The aim of this course is to enable prospective primary school teachers to understand children's cognitive, social, emotional, moral, and behavioral development, with particular emphasis on middle childhood; to evaluate children's behavior from developmental and contextual perspectives; to recognize factors influencing children's self-concept, self-efficacy, motivation, peer relationships, and psychological well-being; and to apply knowledge of child psychology in creating supportive classroom environments and teacher–student interactions
Course Content
Basic concepts and scope of child psychology; fundamental principles of child development; interaction between heredity and environment; individual differences; major theoretical approaches to child development; the perspectives of Erikson, Piaget, Vygotsky, Bandura, and Bronfenbrenner; cognitive development in middle childhood; social interaction and learning; attention, memory, and executive functions; emotional development, emotion regulation, and empathy; self-concept, self-esteem, self-efficacy, and motivation; peer relationships, peer acceptance and rejection, prosocial behavior, and bullying; moral development, fairness, and responsibility; behavioral problems and children's mental health; risk and protective factors; psychological resilience; supportive and psychologically safe classroom environments.
Course Precondition
No
Resources
Yurtal, F. (Ed.). Yaşamboyu Gelişim. Nobel Akademik Yayıncılık.
Notes
Santrock, J. W. Çocuk Gelişimi. Nobel Akademik Yayıncılık. Berk, L. E. Çocuk Gelişimi. İmge Kitabevi. Yavuzer, H. Eğitim ve Gelişim Özellikleriyle Okul Çağı Çocuğu. Remzi Kitabevi. Yavuzer, H. Çocuk Psikolojisi. Remzi Kitabevi. Konulara göre seçilmiş Türkçe açık erişimli makaleler ve açık ders materyalleri.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the basic concepts of child psychology and the principles of a developmental perspective. |
| LO02 | Compare major theories of child development and interpret children's behavior in primary school settings using these perspectives. |
| LO03 | Relate cognitive development, attention, memory, and executive functions to children's learning processes. |
| LO04 | Evaluate children's social and emotional development in terms of emotion regulation, empathy, self-concept, self-esteem, and self-efficacy. |
| LO05 | Analyze peer relationships, peer acceptance and rejection, prosocial behavior, and bullying from a child psychology perspective. |
| LO06 | Evaluate children's moral development and their understanding of fairness and responsibility. |
| LO07 | Interpret behavioral problems by considering developmental and contextual factors. |
| LO08 | Explain risk and protective factors affecting children's mental health and the role of psychological resilience. |
| LO09 | Apply knowledge of child psychology to classroom management, teacher feedback, and teacher–student interactions. |
| LO10 | Adopt an ethical, non-judgmental, and developmentally appropriate approach when observing and evaluating children. |
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. | 2 |
| 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. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | 2 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans/ implements/ 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. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | |
| 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. | 4 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 3 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 4 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 3 |
| 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. | 3 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 3 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | |
| 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. | 2 |
| 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. | 4 |
| 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. | |
| 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. | |
| 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. | 4 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to Child Psychology: Understanding the Child from a Developmental Perspective | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Principles of Development; Heredity, Environment, and Individual Differences | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Major Theories of Child Development | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Cognitive Development in Middle Childhood: Piaget | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Social Interaction and Learning: Vygotsky and Bandura | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Attention, Memory, Executive Functions, and Learning | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Emotional Development, Emotion Regulation, and Empathy | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Mid-term Exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Self-Concept, Self-Esteem, Self-Efficacy, and Motivation | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Social Development and Peer Relationships | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Bullying and Children's Social World | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Moral Development, Fairness, and Responsibility | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Behavioral Problems and Children's Mental Health | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Risk and Protective Factors, Psychological Resilience, and the Protective Role of Teachers | 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 |
Assessment (Exam) Methods and Criteria
Current term shares have not yet been determined. Shares of the previous term are shown.
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Midterm Exam | 100 | 40 |
| General Assessment | ||
| Midterm / Year Total | 100 | 40 |
| 1. Final Exam | - | 60 |
| Grand Total | - | 100 |
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 | 2 | 12 | 24 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 12 | 12 |
| Total Workload (Hour) | 100 | ||
| Total Workload / 25 (h) | 4,00 | ||
| ECTS | 4 ECTS | ||