TÜRKÇE
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Information
| Unit | FACULTY OF EDUCATION |
| PRE-SCHOOL TEACHING PR. | |
| Code | OKLS406 |
| Name | Well Being in Early Childhood |
| Term | 2026-2027 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 |
| Label | FE Field Education Courses E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. ÖZKAN ÖZGÜN |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
(This course aims to examine children’s well-being in early childhood education from a multidimensional perspective and to enable pre-service teachers to understand children’s well-being, design environments that support well-being, recognize the relationship between teachers’ and pre-service teachers’ own well-being and educational processes, and develop practices that promote well-being.
Course Content
(Within the scope of the course, the concept of well-being in early childhood is addressed from both theoretical and practical perspectives. Approaches to children’s well-being and current research are examined, providing a framework for the development of practices that support well-being. In addition, the reflections of teachers’ and pre-service teachers’ well-being on educational processes are discussed, and practices that promote well-being for both teachers and pre-service teachers are explored within the context of sustainable and inclusive education.)
Course Precondition
There are no prerequisites for this course.
Resources
Ben-Arieh, A., Casas, F., Frønes, I., & Korbin, J. E. (Eds.). (2014). Handbook of child well-being: Theories, methods and policies in global perspective. Springer.
Notes
Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153–162. https://doi.org/10.1007/s10643-013-0595-4 Uyan-Semerci, P., Müderrisoğlu, S., Karatay, A., Ekim Akkan, B., Kılıç, Z., Oy, B., & Uran, Ş. (2012). Eşitsiz bir toplumda çocukluk: Çocuğun “iyi olma hali”ni anlamak, İstanbul örneği. İstanbul Bilgi Üniversitesi Yayınları. Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Relates well-being in early childhood to the educational context. |
| LO02 | Explains and evaluates the individual and environmental factors affecting the well-being of children, pre-service teachers, and teachers. |
| LO03 | Plans and implements strategies and practices that support well-being in early childhood education. |
| LO04 | Designs, develops, and implements well-being-based activities for different stakeholders (children, pre-service teachers, and teachers). |
| LO05 | Organizes learning environments that support well-being and implements effective practices within these environments. |
| LO06 | Critically evaluates well-being support processes and proposes improvements for further development. |
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. | |
| 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. | 4 |
| 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. | |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Applies appropriate methods and techniques to support children´s development from all perspectives. | 4 |
| 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. | |
| 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. | 4 |
| 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. | 3 |
| 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 | Introduction to the course and the concept of well-being | Review of the syllabus | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | The importance of well-being in early childhood and foundational knowledge | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 3 | Well-being across different contexts | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 4 | Assessing well-being in children | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Well-being from children’s perspectives | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Beyin Fırtınası, Tartışma |
| 6 | Play and well-being | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Beyin Fırtınası, Grup Çalışması |
| 7 | Practices that support children’s well-being | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Grup Çalışması, Beyin Fırtınası |
| 8 | Mid-Term Exam | Preparation for mid-term exam. | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Pre-service teachers’ well-being | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap, Beyin Fırtınası, Grup Çalışması |
| 10 | Strategies to support pre-service teachers’ well-being | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Rol Oynama, Beyin Fırtınası |
| 11 | Preschool teachers’ well-being | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Beyin Fırtınası, Örnek Olay |
| 12 | Strategies to support teachers’ well-being | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Developing practices and activity designs that support children’s well-being | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Grup Çalışması, Tartışma |
| 14 | Developing practices and designing activities that support the well-being of teachers and pre-service teachers | Reading the relevant section. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Grup Çalışması, Beyin Fırtınası |
| 15 | Project Presentations and Overall Evaluation | Reflecting on the term and own experiences. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 16 | Term Exams | Preparation for the term exams. | Ölçme Yöntemleri: Proje / Tasarım, Performans Değerlendirmesi |
| 17 | Term Exams | Preparation for the term exams | Ölçme Yöntemleri: Proje / Tasarım, Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 15 | 2 | 30 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 2 | 8 | 16 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 9 | 9 |
| Total Workload (Hour) | 89 | ||
| Total Workload / 25 (h) | 3,56 | ||
| ECTS | 4 ECTS | ||