| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-OÖ402B | | Compulsory | 4 | 8 | 4 |
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| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| This course is designed for defining the early childhood education policies in Turkey and rest of the world and to examine the implementation of these policies. The main aim of the course is to ensure to profoundly perceptive and understanding on prospective teachers on the context of early childhood education policies. |
| Name of Lecturer(s) |
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| Learning Outcomes |
| 1 | Develop a general understanding on early childhood education policies | | 2 | Explain the scope and importance of early childhood education services | | 3 | Compare the development, objectives and scope of different early childhood education programs, and examines national and international examples of early childhood education policy. |
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| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None. |
| Recommended Optional Programme Components |
|
| Course Contents |
| Defining the early childhood education policies in Turkey and rest of the world and to examine the implementation of these policies, establishing professional perception about early childhood education policy on pre-service teachers; developing an understanding on early childhood education policies; explaining the scope and importance of early childhood services; making comparisons regarding the development, goals and scope of different early childhood programs; to examine national and international examples in the context of early childhood education policy. |
| Weekly Detailed Course Contents |
|
| 1 | Meeting, discusson about the course contents and sharing expectations. | | | | 2 | What is education policy? The early childhood education policies of international organizations and institutes: United Nations, World Bank, The Organization for Economic Co-operation and Development, European Union. | | | | 3 | The national and international elements which effect Turkish education policies: UNESCO The report of the status of Early Childhood Education in Turkey (Haktanır, Dağlıoğlu ve Güler, 2010) | | | | 4 | Organizations and researches in all over the World directed to early childhood education policy. Investigating some useful sources such as Theirworld (A brighter future for every child), www.heckmanequation.org (Prof. James Heckman, lifecycle benefi | | | | 5 | The concept of sustainabilitiy and the history of education for sustainability. What are the educational practices related to education for sustainability? OMEP and SDGacademy.org | | | | 6 | Early Childhood Policies in Turkey: Government programs, Development Plannings, 2015-2019 Strategy Plans of Ministry of Education, 2017-2023 Teacher Strategy Document. | | | | 7 | Advances in Early Childhood Education in Turkey | | | | 8 | Midterm | | | | 9 | Health, development and education policies for children in early childhood period. | | | | 10 | Investigating UN Convention Rights of the Child In Child and evaluating the researches made in Turkey | | | | 11 | Policies and practices for teacher training on early childhood education | | | | 12 | Policies and practices for families on early childhood education | | | | 13 | Community-based early childhood education practices Non-govermental organizations and Early Childhood Education Policies | | | | 14 | Quality standars in early childhood services | | | | 15 | Preparation for final exam | | | | 16 | Final exam | | |
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| Recommended or Required Reading |
| AÇEV, (2012a). Altı Yaşındaki Çocuklara Yönelik Bir Müdahale Programının Etkisi: Bir Yaz Okulu Modeli. http://www.acev.org/kaynaklarimiz/ arastirmalarimiz-ve-yayinlarimiz Erişim Tarihi: 8 Ağustos 2017.
AÇEV, (2012b). Geleceğe İlkadım Projesi ve Etki Araştırması. http://www.acev.org/kaynaklarimiz/arastirmalarimiz-ve-yayinlarimiz Erişim Tarihi: 8 Ağustos 2017.
AÇEV, (2016). Her Çocuğa Eşit Fırsat: Türkiye?de Erken Çocukluk Eğitiminin Durumu ve Öneriler. İstanbul: Myra Yapım.
AÇEV, (2017). Türkiye?de İlgili Babalık ve Belirleyicileri Ana Rapor. İstanbul: Taymaz Matbaacılık.
Arslan Cansever, B. (2009). Avrupa Birliği Eğitim Politikaları ve Türkiye?nin Bu Politikalara Uyum Sürecinin Değerlendirilmesi. International Online Journal of Educational Sciences, 1(1), 222-232. |
| Planned Learning Activities and Teaching Methods |
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| 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 | | | Work Placement(s) | |
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| Workload Calculation |
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| Midterm Examination | 2 | 15 | 30 |
| Final Examination | 1 | 24 | 24 |
| Attending Lectures | 14 | 2 | 28 |
| Performance | 14 | 2 | 28 |
| Homework | 1 | 10 | 10 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 2 | 3 | 3 | 3 | 1 | 2 | 3 | 3 | 2 | 2 | | LO2 | 2 | 3 | 4 | 2 | 1 | 3 | 3 | 2 | 2 | 3 | | LO3 | 2 | 2 | 2 | 3 | 1 | 3 | 2 | 3 | 3 | 2 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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