Bayburt University Lifelong Learning Programme

Description of Individual Course Units

Course Unit Code	Course Unit Title	Type of Course Unit	Year of Study	Semester	Number of ECTS Credits
S204B	Children's Literature	Compulsory	2	4	4

Level of Course Unit

First Cycle

Objectives of the Course

Knowing the importance of a teacher with qualified children's books in childhood, Teacher candidates know that the books they read and examined are suitable for children according to age groups and they will contribute to their development.

Name of Lecturer(s)

Assist. Prof. Dr. Hülya KODAN

Learning Outcomes

1	define of literature and child’s literature; explain of general aims of children’s literature.
2	express children’s psychological needs.
3	inform about the history of children’s books in Turkey and in the world
4	express the importance of telling a story and fairy tale and necessary characteristics of a story teller.
5	inform about types of children books their evaluation and distribution according to the ages of children.
6	define the qualities of a good child’s book regarding their contents, illustrations and physical characteristics.
7	give clear information about topics in terms of helping families in choosing and using child books and helping children have a reading habit.
8	define the methods in telling a story in preschool period other than books.
9	define language education in preschool and primary education periods and related activities in detail.

Mode of Delivery

Normal Education

Prerequisites and co-requisities

None

Recommended Optional Programme Components

None

Course Contents

Development of children's literature in Turkey and in the world. In childhood, works of children's literature in educating sensitive and sensitive individuals who have acquired a culture of preaching and reading by qualified children's books. Examination of the characteristics (design, content and educational) that should be found in children's literature works with examples. Demonstration of unqualified children's books by examples and discussion of their negative effects on the developmental characteristics of children. Teacher candidates are studying the appropriateness of children's books according to their age groups and the development of their children's development. Determination of the contributions of various literary genres (epic, fairy tale, poem, story, novel, etc.) and linguistic materials (counting, rhyming, enigma etc.) to children's development.

Weekly Detailed Course Contents

Week	Theoretical	Practice	Laboratory
1	Definition of literature and children's literature; General objectives of children's literature; Spiritual needs of children.
2	The history of children's books in the world and Turkey (fables, fables, epics, novels and short stories, poems, children's theater)
3	The importance of telling stories and tales (the difference between fairy tales and reading, choosing the story, preparing the story, presentation of the story, evaluation of fairy tales and story telling, development as narrator); The characteristics that should be found in the story teller (voice, diction, word information, appearance)
4	Features that should be found in the narrator (rules of reading aloud); Children's books (types, children's books by age, evaluation of children's books, benefits of reading books to children)
5	Qualities of a good children's book (content: story books, fairy tale books, fables)
6	Qualities of a good children's book (content: biographies, informational books, science books)
7	Qualities of a good children's book (in terms of content: poetry books, children's newspapers and magazines,
8	Mid-term exam
9	Qualities of a good children's book (content: picture books)
10	Qualities of a good children's book (in terms of content: comics, in terms of painting, in terms of physical properties: size, skin, paper, printing)
11	To provide the child with reading habits (reading types, means of reading habits, to be done to gain reading habits)
12	Assisting families in selecting and using children's books; Methods used outside the book to tell stories (puppet, shadow play, pantomime, bar figure symbols)
13	TV and radio; Movies; Children's theater
14	Language education and activities in the preschool period; Book treatment
15	Final Exam
16

Recommended or Required Reading

1. Şirin, M. R. (2000). Çocuk Edebiyatı, İstanbul. 2. Kıbrıs, İ. (2000). Uygulamalı Çocuk Edebiyatı, Eylül Kitap ve Yayınevi, Ankara. 3. Yalçın, A.; Aytaş, G. (2005). Çocuk Edebiyatı, Akçağ Yayınları, Ankara. 4. Şimşek, T. (2004). Çocuk Edebiyatı, Suna Yayınları, Konya. 5. Oğuzkan, F. (2001). Çocuk Edebiyatı, Anı Yayıncılık, Ankara

Planned Learning Activities and Teaching Methods

Assessment Methods and Criteria

Term (or Year) Learning Activities	Quantity	Weight
Midterm Examination	1	100
SUM		100
End Of Term (or Year) Learning Activities	Quantity	Weight
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

Activities	Number	Time (hours)	Total Work Load (hours)
Midterm Examination	1	40	40
Final Examination	1	20	20
Practice	1	20	20
Project Preparation	1	40	40
TOTAL WORKLOAD (hours)			120

Contribution of Learning Outcomes to Programme Outcomes

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* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High