Ders Planı

CLASS 4

Lesson plan / APPROACHES TO EARLY CHILDHOOD EDUCATION AND COMPARATIVE STUDIES

Lesson Information

Course Credit	3.0
Course ECTS Credit	5.0
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	At the end of this course, the student; It is aimed to have knowledge about the main approaches in Early Childhood, to analyze the principles, concepts and practices related to these approaches in detail, and to have the ability to interpret and apply these approaches for Turkey.
Course Content	Overview of Approaches in Early Childhood Education, approach, method, method and program concepts, Alternative Approaches in Education, Head Start Approach, Reggio Emilia Approach, High Scope Approach, Montessori Approach, Waldorf, Bank Street, Portage, Pikler Pedagogy, Pyramid method, Forest School Approach, Hippy and its Applications in the World and Applicability in Turkey, Features, Comparison of Early Childhood Approaches

The aim of the course

At the end of this course, the student; It is aimed to have knowledge about the main approaches in Early Childhood, to analyze the principles, concepts and practices related to these approaches in detail, and to have the ability to interpret and apply these approaches for Turkey.

Course Content

Overview of Approaches in Early Childhood Education, approach, method, method and program concepts, Alternative Approaches in Education, Head Start Approach, Reggio Emilia Approach, High Scope Approach, Montessori Approach, Waldorf, Bank Street, Portage, Pikler Pedagogy, Pyramid method, Forest School Approach, Hippy and its Applications in the World and Applicability in Turkey, Features, Comparison of Early Childhood Approaches

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	Program, method, approach concepts, The Preschool Education Program, Features and Principles in Turkey
2	Montessori method
3	Reggio Emilia Educational Philosophy and Program
4	Waldorf Educational Philosophy and Program
5	Head Start Program
6	High Scope Training Program
7	Bank Street Education Program, Pikler pedagogy
8	Project approach, Freinet Pedagogy
9	Forest school, Jenaplan Schools
10	Portage Education Program, respect for diversity program
11	Pyramid method, Decroly System
12	Kamii-DeVries Yapılandırmacı Yaklaşımı
13	International Baccalaureate ProgramRespect for Diversity Program, Creative Program
14	Comparison of early childhood programs and approaches

Resources

1-Erken Çocukluk Eğitiminde Yaklaşımlar Ve Programlar, Vize Yayınları, '019, (ed. Fulya Temel)
2- Erken Çocukluk Döneminde EĞİTİM YAKLAŞIMLARI, Eğiten Kitap, 2022, (ed. Feyza Tantekin Erden ve H. Ö. Demircan).
3-Tuğluk M.N., Akçay B., "Farklı Ülkelerde Okul Öncesi Eğitim", Okul Öncesi Eğitime Giriş, Seçer Z., Ed., Eğiten Kitap Yayınevi, Ankara, ss.209-223, 2017.
4-Başal, H. A. (2013). Okul öncesi eğitimine giriş. Ekin Basım Yayın Dağıtım. YILDIRIM, M. C. (2008).
5-AVRUPA BİRLİĞİ ÜLKELERİNDE VE TÜRKİYE'DE OKULÖNCESİ EĞİTİM. Elektronik Sosyal Bilimler Dergisi, 25(25).

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