Courses Offered by the Division of Preschool Education

Course Code

Course Title

T

P

K

ECTS

OKL 311.04

Physical Education and Games

2

2

3

4

OKL 429.02

Children at Risk

2

0

2

5

Courses Offered by the Division of Elementary Education

Course Code

Course Title

T

P

K

ECTS

İSÖ 268.09

Children’s Literature

2

0

2

3

İSÖ 272.09

Art Education

1

2

2

4

FBÖ 488 .04

Science, Technology and Society

2

0

2

3

Course Code and Name

 OKL 311 Physical Education and Games

Type of Course

Elective

Course Credit

2 2 3

ECTS Credit

4

Coourse Lecturer(s)

Menekşe Boz, Ph.D.

Prerequisite(s)

None

Course Term

 One semester

Course Content

Physical education for preschool, specialties of the place where activities take place, tools, equipments and places; physical exercises with tools and practicing, games. Physical exercises and practicing for 3-6 years old children for their growing; games (games pertaining to sports, musical game)

Learning Outcomes

By the end of this course, students will be able to

• learn motor development for 3-6 years old children  and improve fundamental movement skills to teach various movement education activities and games for this age group and to practice.
• have knowledge about movement education in preschool and equipments.

Suggested References

• Gallehue D.L.“Understanding Motor Development in Children“
• Gallehue D.L. “Development Physical Education for Today’s Children”

Teaching Method(s)

 Lecturing

Assessment Method(s)

 2 theoretical midterm exams (%50), 1 final  exam (%50)

Language of Instruction

 English

Course Code and Name

 OKL 429 Children at Risk

Type of Course

Elective

Course Credit

2 0 2

ECTS Credit

5

Coourse Lecturer(s)

Berrin Akman, Ph.D.

Prerequisite(s)

 None

Course Term

 One Semester

Course Content

• Defining Children at Risk: Street children, juvenile delinquents, child workers, neglected and abused children, children who need protection, socially underprivileged children
• Causes of risk: lack of education, family reasons, economic conditions, health reasons,
• Children at risk in the world and in Turkey
• Protective and preventive work
• Getting to know the NGOs that work with risk groups

Learning Outcomes

By the end of this course, students will be able to

• Recognize children at risk
• Understand the reasons behind becoming a child at risk
• Develop protective and preventive work for each risk group
• Learn about the support mechanisms used in socializing these children
• Gain information about the NGOs that work with these children.

Suggested Sources

• Stuart,C.G. Bostrom (2003) Children at Promise: Nine Principles to Help Kids Thrive in an at Risk World, Jossey-Bass Inc Pub  
• F.M.Gresham,K.L. Lane,T.A. O'Shaughnessy (2001). Interventions for Children With or at Risk for Emotional and Behavioral Disorders. Boston: Allyn and Bacon.
• Tower-Crosson, C. (2001). Understanding Child Abuse and Neglect, Pearson Allyn & Bacon 5th.Edition.
• Sandallı, S.F.(2000). Yetiştirme Yurtları Eğitim Rehberlik Programı, T.C. Başbakanlık SHÇEK Yayınları.
• E. L. Cowen, A.D. Hightower, J. L. Pedro-Carroll, W. C. Work,
• P. A. WymanW. G. Haffey (1996) “ School Based Prevention for Children at Risk: The Primary Mental Health Project”, APA Press.
• S.L.Hofferth, J.West; R.Henke (1995). Access to Early Childhood Programs for Children at Risk, Diane Pub Co

Teaching Method(s)

 Lecturing, group discussions, guests from the field, films, field trips

Assessment Method(s)

 Attendance (%5), 1 midterm exam (%20), Course projects (%15), term papers (%35) and final exam (%25) 

Language of Instruction

English

Course Code and Name

 İSÖ 268 Children’s Literature

Course Type

Required

Course Credit

 2 0 2

ECTS Credit

3

Lecturer(s)

Hakan Dedeoğlu, Ph.D.

Pre-requisite(s)

  None

Course Length

 One Semester (totally 2 hours per week )

Course Content

• Literature for the developing child; children's book preferences.
• Children's book genres; elements of fiction; visual elements.
• Techniques of reading aloud to children; booktalking; book discussion (small groups or whole class); resources for teachers.
• Types of poetry; selecting and sharing poetry; choral reading techniques; types of plays; using plays in the classroom.
• History of the picture book; types of picture books; evaluation and selection of picture books; notable authors and illustrators of  books.
• History and types of traditional literature; storytelling.
• Types and characteristics of contemporary realism, historical fiction and modern fantasy for children; notable authors of these genres.
• History, elements of nonfiction, and types of nonfiction for children; notable authors of nonfiction for children; browse and evaluate a selection of biography and informational books.
• History of multicultural and international literature for children; notable authors of multicultural and international literature for children.
• Other literature-related media for children; a literature curriculum; planning for literature; evaluating a literature program; children's rights; selection and censorship; building a classroom library; children's magazines.

Learning Outcomes

By the end of this course, students will be able to

• Find pleasure and enjoyment in children's literature through reading many children's books.
• Show familiarity with the various genres of children's literature and how each might be integrated into the elementary school curriculum.
• Know evaluation criteria for children's picture books, fiction, and nonfiction.
• Know the elements of fiction, nonfiction, poetry, and illustration as they apply to evaluation and analysis of literature.
• Understand developmental stages and types of books appropriate to use within each stage.
• Be familiar with the historical development of the various genres of children's literature.
• Be able to design, role play, and teach literature lessons which encompass a variety of literature-related activities and purposes.
• Know many notable children's books and their authors and illustrators.

Suggested References

Nas, Recep (2002). Örneklerle Çocuk Edebiyatı. Bursa: Ezgi Kitabevi
Çılgın, Alev Sınar (2007). Çocuk Edebiyatı. İstanbul: Morpa
Sever S. (2003). Çocuk ve Edebiyat. Kök Yayıncılık, Ankara.
Lynch-Brown, C. & Tomlinson, C.M (2005). Essentials of Children’s Literature

Teaching Method(s)

Lecturing, discussion, question-answer, demonstration,  presentation (mikro-teaching)

Assessment

One midterm exam (% 25), projects (% 25) and final exam (%50). 

Language of Instruction

English

Course Code and Name

İSÖ 272 Art Education

Course Type

Required

Course Credit

1 2 2

ECTS Credit

4

Lecturer(s)

Burcu AKHUN, Ph.D.

Pre-requisite(s)

None

Course Length

One semester (1 theoretical and 2 practical, totally 3 hours per week)

Course Content

• History of ideas and investigating art theories in philosophy,
• Understanding theoretical and practical side of knowledge and experiences in art area,
• Critical thinking and evaluating about art history and philosophy,
• Educational values of art and necessity of art education
• The features and differences between art and craft,
• Knowledge and experiences on museum and gallery education,
• The concept of creativity, characteristics and features  of creative individuals, creative thinking and processes of artistic production,
• The historical development of plastic arts and artists

Learning Outcomes

By the end of this course, student will be able to

• gain information about art theories,
• obtain knowledge and experiences on four discipline: art philosophy and aesthetics, art history, art criticism and art practice;
• recognize a variety of art movements, artists, and their work and compared them with each other;
• critique art works, distinguish art and industrial object,
• gain knowledge about museum and gallery education and had visits to these places;
• define artistic development stages of children;
• observe children while drawing and commented on their drawings,
• enquire knowledge about museum and gallery education and visit museum and art galleries,
• develop awareness on creativity.

Suggested References

Erinç, Sıtkı M. (2004) Resmin Eleştirisi Üzerine, ÜTOPYA  Yayınları: Ankara
Erinç, Sıtkı M. (2004), Sanatın Boyutları, ÜTOPYA Yayınları: Ankara
Gombrich, E.H. (1997) Sanatın Öyküsü, Remzi Kitabevi, 16.baskı, Çevirenler; Erol Erduran ve Ömer Erduran.
Kırışoğlu, Olcay (2002) Sanatta Eğitim, Pegem A Yayıncılık: Ankara.
Lynton, N. (1982) Modern Sanatın Öyküsü, Remzi Kitabevi: İstanbul.
Turani, Adnan (1992) Dünya Sanat Tarihi, Remzi Kitabevi: İstanbul.

Teaching Method(s)

Lecturing, discussion, demonstration, individual and group work

Assessment

1 midterm examination (% 20), 1 midterm paper (%30) and final project (%50)

Language of Instruction

English

Course Code and Name

FBÖ488 Science, Technology and Society

Course Type

Elective

Course Credit

2 0 2

ECTS Credit

3

Lecturer(s)

Yalçın Yalaki, PhD

Pre-requisite

None

Course Length

One semester (2 theoretical, totally 2 hours per week)

Course Content

• Characteristics of scientific literacy,
• Role of science education and science teachers in achieving scientific literacy,
• Relationship among science, technology and society,
• Science-technology-society approach in science education,
• Brief history of science,
• Nature of science as part of scientific literacy,
• Science-technology-society projects.

Learning Outcomes

By the end of this course, students will be able to

• List the characteristics of a scientifically literate person.
• Explain the role of science education and science teacher to achieve scientific literacy among people.
• Analyze the relationship among science, technology and society.
• Identify science-technology-society related problems and offer possible solutions.
• Establish a relationship between topics in history of science and nature of science and scientific literacy.
• Develop science-technology-society projects for applying in elementary schools.

Suggested References

Brown, J.S., Collins, A., & Duguid, P (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Lederman, G & Khalick, F. A. (2002) Avoiding De-Natured Science: Activities That Promote Understandings of the Nature of Science. Retreived 02.05.2011 from http://toolbox.learningfocused.com/ data/0000/0014/2125/Teaching_the_NatOSci.pdf

Lederman, N.G., Abd-El-Khalick, F., Bell, R.L. & Schwartz, R.S. (2002). Views of the nature of science questionnaire: Toward valid and meaningful assessment of learner’s conceptions of the nature of science. Journal of Research in Science Teaching, 39(6), 497-521.

Solomon J. & Aikenhead G. (1994). STS Education: International Perspectives on Reform. New York: Teachers College Press

Yager, R. E. (1996). Science/technology/society as reform in science education. Albany: Suny

Teaching Method(s)

Lecturing, discussions, demonstrations, presentations.

Assessment

Midterm exam 1 (25%), Midterm exam 2 (25%), Final project (50%).

Language of Instruction

English