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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SÇG206B2 | Preschool Education Palanning and Program Development | Compulsory | 2 | 4 | 4 |
| | Level of Course Unit | | Short Cycle | | Objectives of the Course | | In this lesson, the teacher History of candidates pre-school education program in Turkey, the main features of the MEB 0-3 years program and the Ministry of Education pre-school education program 3-6 years, principles, outcomes, indicators, media properties, events, learn about forms to be used It intended. In addition, they will be provided with the knowledge of training program planning (monthly training plan, daily training flow and activity plan), implementation and evaluation processes, and the ability to choose methods and materials that will facilitate children's learning. In addition, it is aimed to guide in making comparisons by examining the education programs used in our country and in the world. | | Name of Lecturer(s) | | Öğr. Gör. Ceren ARI ARAT | | Learning Outcomes | | 1 | Learns the history of preschool education program, program elements, principles and features of the program. | | 2 | In Turkey knows that and used a variety of early childhood education programs abroad. | | 3 | The methods and materials that will facilitate children's learning will have information about family participation in the early childhood education program. | | 4 | Knows and applies the planning, implementation and evaluation processes of the program. |
| | Mode of Delivery | | Second Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | none | | Course Contents | | The importance, principles and elements of the education program; historical development of pre-school education programs for applied in Turkey; Basic characteristics of 3-6 year old pre-school education program implemented in Turkey, principles, achievements, indicators, environmental characteristics, activities, forms to be used in program planning (monthly training plans, daily training flow and activity plan), implementation and analy-; In-class applied studies on preschool education program. | | Weekly Detailed Course Contents | |
| 1 | Meeting, examining the course content and sharing expectations. | | | | 2 | The United Nations global objectives and early childhood education in Turkey's current policy on early childhood education, problems, applications and digital data. | | | | 3 | Education program, what is program development? History of MEB pre-school education program. Introduction of MEB 2013 Pre-School Education Program | | | | 4 | The basic principles and features of the MEB 2013 Pre-School Education Program Development features, achievements and indicators in the MEB 2013 Pre-School Education Program | | | | 5 | Learning centers and activities in MEB 2013 Pre-School Education Program Family adaptation and adaptations for children with special needs | | | | 6 | Monthly plan, daily training flow and activity plan. Preparing and presenting an activity plan | | | | 7 | Evaluation dimension of MEB 2013 Pre-School Education Program (Child, Teacher and Program Dimensions) | | | | 8 | Midterm exam | | | | 9 | Program Approaches in Early Childhood Education Vygotsky and Cultural-Historical Development Theory and its reflections in early childhood education: Tools of the Mind Program | | | | 10 | Program Approaches in Early Childhood Education Approaches suitable for development Montessori Approach Storytelling Method | | | | 11 | Program Approaches in Early Childhood Education Reggio Emilia and Project Approach. The Waldorf Approach | | | | 12 | Program Approaches in Early Childhood Education Tiny Theme Education Program Eco-schools education program | | | | 13 | Program Approaches in Early Childhood Education High Scope, Bank Street and Head Start Programs | | | | 14 | Comparison of MEB2013 Pre-School Education Program and other program approaches. General evaluation of the course. | | | | 15 | General Review | | |
| | Recommended or Required Reading | | Arıkan, A., & Kimzan, İ. (2016). Okul Öncesi Eğitimde Proje Yaklaşımı: Ağaç Bilimcilerin Araştırmaları Projesi. İlköğretim Online, 15(2).
Bredekamp, S. & Copple, C. (Eds.). (2006). Developmentally Appropriate Practice in Early Childhood Programs. (Revised Ed.). Washington DC: National Association for the Education of Young Children (NAEYC Series Number: 234).
Bodrova, E. ve Leong, D. (2007). Zihnin Araçları Erken Çocukluk Eğitimine Vygotsky Yaklaşımı. Yay. Haz. G. Haktanır, Çev. T. Güler, F. Şahin, A. Yılmaz ve E. Kalkan. Ankara: Anı Yayınevi. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | none |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 2 | 2 | | Attending Lectures | 14 | 2 | 28 | | Self Study | 14 | 2 | 28 | | Individual Study for Mid term Examination | 14 | 2 | 28 | | Individual Study for Final Examination | 1 | 2 | 2 | | Reading | 10 | 2 | 20 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | | LO2 | 1 | 5 | 1 | 1 | 1 | 1 | 1 | 5 | 1 | | LO3 | 1 | 1 | 5 | 1 | 1 | 5 | 5 | 1 | 1 | | LO4 | 1 | 1 | 1 | 5 | 5 | 1 | 1 | 1 | 1 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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