Ders Planı

CLASS 4

Lesson plan / DEVELOPMENT EVALUATION AND OBSERVATION

Lesson Information

Course Credit	2.0
Course ECTS Credit	4.0
Teaching Language of Instruction	Türkçe
Level of Course	Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of Course	Compulsory
Mode of Delivery	Face-to-face
Does the course require compulsory or optional work experience?	Z
Course Coordinator
Instructor (s)
Course Assistant

Purpose and Content

The aim of the course	To be able to learn and apply developmental evaluation and observation techniques and interpret evidence-based
Course Content	1.Definition of Developmental Definition 2. Definitions and Concepts Related to Developmental Evaluation. 3. Principles in Developmental Evaluation and Identification. 4. Developmental Screening. 5. Developmental Monitoring and Its Importance. 6. Formal and Informal Evaluation the 7.gözlemyöntem 8. Exact Registration, Evaluation methods. 9. Checklists, 10.Portfolio Evaluation. 11. Rate Scales. 12. Ethics in Developmental Assessment. 13. Errors in Developmental Assessments. 14 Developmental Diagnostic Process and Forms Used. 15. Standard Developmental Assessment Tools Used. Common deficiencies 16. Standard Developmental Assessment Tools Widely Used in the World. 17. Widely Standard Developmental Assessment Tools Used in Turkey. 18. Developmental Assessment with Non-Standard Techniques Suitable for Children's Developmental Characteristics. 11. Preparing Development Report.

The aim of the course

To be able to learn and apply developmental evaluation and observation techniques and interpret evidence-based

Course Content

1.Definition of Developmental Definition 2. Definitions and Concepts Related to Developmental Evaluation. 3. Principles in Developmental Evaluation and Identification. 4. Developmental Screening. 5. Developmental Monitoring and Its Importance. 6. Formal and Informal Evaluation the 7.gözlemyöntem 8. Exact Registration, Evaluation methods. 9. Checklists, 10.Portfolio Evaluation. 11. Rate Scales. 12. Ethics in Developmental Assessment. 13. Errors in Developmental Assessments. 14 Developmental Diagnostic Process and Forms Used. 15. Standard Developmental Assessment Tools Used. Common deficiencies 16. Standard Developmental Assessment Tools Widely Used in the World. 17. Widely Standard Developmental Assessment Tools Used in Turkey. 18. Developmental Assessment with Non-Standard Techniques Suitable for Children's Developmental Characteristics. 11. Preparing Development Report.

Learning Outcomes

To choose and use efficiently contemporary techniques and means as well as information technologies required for the applications related to the field of study
To have the capability to design, plan and realize the projects by using the vocational settings and tools in the related field of study
Advanced theoretical and practical knowledge are acquired in the field to use.
To be able to interpret and evaluate data by using the knowledge and skills acquired in the field, to analyze, to develop solutions based on research and evidence.
To be able to conduct a study related to the field independently.
To be able to support the colleague in case to improve them for occupationally via a project.
To have the consciousness of professional, social and universal ethics and responsibilities and show respect to historical values
To be able to critically evaluate basic knowlegde and skills in the field of the profession basic knowledge, to be able to identify and meet learning needs.
To be able to gain lifelong learning consciousness.
To be able to explain own opinion related to the fields by written or oral communication at the level of basic knowledge and skills which are gained via this programme
To be able to share own opinion and suggestion related to the fields with specialist and non-specialist
To be able to have an active role or follow to professional scientific associations
To act in accordance with professional ethics.
To follow professional and technological developments in Turkey and also around the world, to improve the avaliable knowledge and experiences and to share new knowledge and experiences under framework requirements and principles of the profession.
To have an collaboration with other disciplines as a requirement of the profession.
To communicate directly, clearly and effectively with family and child and to sustain it.
To develop a holistic perspective on child development
To determine appropriate assessment approach(s) for child and family, as a requirement of professional responsibilities in the field of child development.
To prepare and implement developmental support programs which assessment data based on systematic and scientific foundations, and to make follow-up studies.
To determine the risky group for developmentally and to consultation them to the appropriate units.
To provide to raise awareness of community in related field.
To develeop strategies related to prevent child abuse and violence against to child.

Weekly Course Subjects

1	Course introduction. Taking the expectations of the students. Comparison with the course content.
2	Basic theories and approaches in early childhood education.
3	Basic education programs and approaches for early childhood.
4	Basic developmental characteristics of children aged 0-6.
5	Physical and social-emotional development review past knowledge with students.
6	Discuss students' knowledge about factors affecting development in early childhood.
7	Observation, definition, types, characteristics of a good observation, outlines of evaluating observation data, direct observations and sample records, time records, time sampling, event sampling, definition and application, planned activity lists, definition, application, simple participation charts, definition, application, tools used in evaluation and presentation of sample records, definition of portfolio, application, indirect observations, definition and types, anectodal records, definition, application.
8	Midterm exam
9	Portfolio definition, application, indirect observations
10	Anecdotal records, definition, rate scale, check list
11	Presentation of applications
12	Transition from Pre-School Education to Primary Education. Discuss the characteristics of the early childhood teacher with students. There are no files loaded.
13	Discuss with students the inclusion program in early childhood education. Discuss their thoughts on the mainstreaming program.
14	Final Exam

Resources

1-Bayhan, P. (2013). Erken Çocuklukta Değerlendirme, Morpa, İstanbul. Slentz, K.L. (2008). Assessment in early childhood. In Davidson C(Eds.),Guide to Assessment in Early Childhood. Washington DC: Washington State Office of Superintendent of Public Instruction. Banta, T.W. (2003). Portfolio Assessment: Uses, Cases, Scoring and Impact, San Franciso CA: Jossey-Bass Bracken, B.A.,&Nagle, R.J. (2007). Psychoeducational Assessment of Preschool Children.New Jersey: Lewrence Erlbaum Accociates,Inc. Doran, V. (2000).Observation, Assessment and Portfolios in the Early Childhood Classroom. Teachers? Resource Centre, Newsletter. Hebert, E.A. (2001). The Power for portfolio what children can teach us about learning and assessment. San Francisco: Jossey- Bass. The National Academies (2008, October). Early childhood assessment:What, Why, and How.Raport Brief.

CLASS 1

CLASS 2

CLASS 3

CLASS 4

Lesson Information

Purpose and Content

Learning Outcomes

Weekly Course Subjects

Resources

ABOUT IAU

COMMITTEE

PUBLICATIONS

MEDIA CENTER