- Program Outcomes
- Course Schedules
- Curricula
- Undergraduate Course Contents
- Master’s Course Contents
- PhD Course Contents
- Exam Schedules
Objectives and contents of the courses are taken from the program Information Package. For weekly topics, learning outcomes and assessment criteria, use the information package link next to each course. Course names not available in English are shown with their official Turkish names.
Course Contents (Information Package)
Year 1
Semester 1
Objectives: The primary aim of this course is; students, definition, importance, purpose, principles of pre-school education, historical development of pre-school education, pre-school education programs, developmental characteristics, habits, needs of pre-school children, pre-school education institutions and educational environments, different approaches in pre-school education, pre-school education. To provide basic information about the personnel working in educational institutions and the characteristics that these personnel should have, pre-school education in different countries, and school-family cooperation in pre-school education.
Content: No English description is available in the Information Package.
Objectives: To teach the recent history of Turkey to university students. To inform students about the Turkish Revolution/Revolution, Kemalism and Atatürk ` s Principles. To ensure the adoption of Turkey ` s goal and mission of being the carrier of modernization and modernization by university students.
Content: Internal and external reasons that prepared the collapse of the Ottoman Empire; XIX. Innovation movements in the Ottoman Empire in the 19th century; The currents of ideas in the last period of the Ottoman Empire; XX. The political and military situation of the Ottoman Empire at the beginning of the century; World War I and the Armenian question; Invasion of Anatolia and reactions; Mustafa Kemal Pasha ` s departure to Samsun and his activities; congress period and organization; the opening of the last Ottoman Chamber of Deputies and the acceptance of the National Pact; Preparation for the National Struggle and the material and moral foundations of this preparation; The opening and activities of the TGNA; Treaty of sevr; the struggles on the Southern and Eastern fronts; It covers the establishment of the regular army, the Greek offensive and the wars on the Western front, the signing of the Mudanya Armistice, the convening of the Lausanne Conference and the signing of the Peace Treaty.
Objectives: Present continuous tense; simple present (aorist) tense; speaking, reading, writing, and listening skills in these tenses; speaking skills (introducing oneself, describing a thing or place, giving directions, question-and-answer patterns about personal information); reading skills (reading lists and labels, asking questions, etc. in restaurants, on public transport such as buses and trains, and in shops); writing skills (writing a short message, writing poster content, filling out a form); listening skills (directions, descriptions of places and people, etc.).
Content: At the elementary level, the lesson ` s scope and sequence encompasses a variety of grammatical patterns, vocabulary, and pronunciation, along with reading, writing, speaking, and listening practice — including videos of real people speaking authentic English. These skills are practiced through content on countries, jobs, food, sports, daily activities, and problems.
Objectives: It is aimed to provide computer usage skills, algorithmic thinking and computational thinking skills within the scope of basic information and communication technologies.
Content: Information technologies and computational thinking; problem solving concepts and approaches; algorithms and flow charts; computer systems; basic concepts about software and hardware; basics of operating systems, current operating systems; file management; utilities (third party software); word processing programs; calculation/table/graph programs; presentation programs; desktop publishing; database management systems; Web designing; Internet use in education; communication and collaboration technologies; safe internet use; IT ethics and copyrights; The effects of computers and the internet on children/young people.
Objectives: The objective is to enable teacher candidates to use the rules and expressive possibilities of Turkish consciously in written and digital communication; to plan and produce texts appropriate for different purposes and target audiences; to analyze and edit academic and professional texts; to use sources ethically; and to acquire the ability to evaluate and improve their own written work based on specific criteria.
Content: The Turkish Language I course is a practice-oriented course aimed at enabling prospective primary school teachers to use Turkish accurately, effectively, and appropriately for their purpose; to produce high-quality written texts for academic, professional, and daily communication; and to critically read, evaluate, and edit texts. Writing is approached as a cyclical process consisting of planning, drafting, receiving feedback, revising, and sharing. Within the scope of the course, spoken versus written language, paragraph and text structure, textuality, various text genres, academic and professional writing, summarization, spelling and punctuation, use of sources and academic ethics, digital writing, generative AI literacy, and writing practices in the context of teaching are addressed
Objectives: The aim of this course is to enable pre-service teachers to understand education as a scientific discipline and to learn the fundamental concepts, aims, functions, and theoretical foundations of education. The course introduces the basic research methods used in educational sciences; the relationships among teachers, students, curriculum, and the environment in school and classroom settings; the structure and development of the Turkish National Education System; and the characteristics of the teaching profession. In addition, it aims to help pre-service teachers evaluate educational systems and practices from scientific and critical perspectives in light of twenty-first-century educational trends and to develop professional awareness.
Content: Basic concepts related to education and training; purposes and functions of education; the relationship of education with other fields and sciences; legal, social, cultural, historical, political, economic, philosophical and psychological foundations of education; method in educational sciences; school and classroom as an education and learning environment; current developments in the teaching profession and teacher training; Educational trends in the twenty-first century.
Objectives: The overall aim of this course is to enable prospective teachers to understand the relationship between education and philosophy, to internalize educational movements, to explain the characteristics of student-centered learning approaches, and to gain both national and universal perspectives.
Content: This course is designed to help you understand the importance of philosophy in the planned educational process and to shape your understanding of teaching as prospective teachers. In this course, prospective teachers are expected to grasp the epistemological, ontological, and axiological contexts of educational philosophies and to internalize the roles of teacher, student, and school. You are also expected to learn about the educational philosophies of the Turkish Education System from the past to the present, and the primary school programs from 1924 to the present. The most important point to note is that the fundamental learning process of this course is critical thinking. Critical thinking involves thought processes such as questioning, presenting evidence, evaluating, and making decisions. Therefore, it is important for candidates to come to class having read the relevant resources. The course will be evaluated through midterm and final exams.
Objectives: The aim of this course is to facilitate the adaptation of first-year university students to academic and social life. Within the scope of the course, students are expected to become familiar with the structure, functioning, regulations, and opportunities offered by the university, as well as to understand their rights and responsibilities as students. In addition, the course aims to help students develop basic awareness and skills in effective learning, time management, academic integrity, and career planning. In this way, students are supported in participating in university life as active, conscious, and responsible individuals.
Content: Within the scope of this course, orientation activities are organized. Students participate in various informational sessions on topics such as the introduction of the faculty, department, and administrative units; associate and undergraduate education, teaching, and examination regulations; the student information system, course registration, credit and ECTS system; student rights and responsibilities and student disciplinary regulations; academic integrity, plagiarism, and ethical principles; the use of library and electronic resources; effective learning and study strategies; time management and goal setting; adaptation to university life, stress management, and psychological counseling services; health, cultural, and sports services; student clubs and social responsibility activities; exchange programs (Erasmus+, Farabi, Mevlana) and scholarship opportunities; and career planning, internships, and career center services. Students also take part in various social activities such as sports tournaments and field trips.
Objectives: It is aimed to provide information at national and international levels about the dwindling food and water resources in the world, the effects of seasonal changes and pollution on these resources, and the measures that must be taken to protect existing food and water resources.
Content: World hunger, water, and food resources; definition of sustainable food and water resources; ecosystems and biodiversity; soil pollution and agriculture; reliable agricultural food resources; genetically modified foods; water pollution and safe drinking water; water pollution and fishing; air pollution and safe water and food resources; animal husbandry and safe food and water resources; the effects of seasonal changes on water and food resources; providing safe food and water resources; plans and policies developed in the world and in our country.
Objectives: To understand character development, explain the factors influencing character development, classify values, explain methods used in character and values education, and plan activities for character and values education.
Content: Character development and the factors influencing character development, the concept of values and the classification of values, methods used in character and values education, and the planning and implementation of activities in this field.
Objectives: The aim is to foster an understanding of the concept of sustainability and its impacts.
Content: Sustainability concept and application areas; sustainability in terms of social and natural sciences; sustainability in the context of social change; education and sustainability; humanity ` s future and sustainability; migration, poverty and inequality; sustainable environment; ecology, global environmental issues and sustainability; sustainable society in harmony with nature; population, economic system and natural environment; technological developments, consumption habits and environment; social responsibility studies, sustainability in terms of concrete and intangible cultural heritage; rethinking human-nature relations on the axis of sustainability.
Objectives: To have knowledge about the basic concepts, models and lifelong learning practices of adult education.
Content: this lesson; basic concepts of adult education, basic assumptions of adult learning in the context of the Andragogical Approach, basic principles to be followed in adult education, learning disabilities, reasons requiring adult education, priority target groups, historical development of adult education in Turkey, purpose, scope and historical development of lifelong learning; It includes topics such as lifelong learning practices in the Turkish education system, disabled adults and learning, universal teaching designs for adults with disabilities, universal teaching designs for adults with disabilities, and lifelong learning practices in the world.
Objectives: The aim is to define the basic concepts related to motivation and examine the main relevant theories.
Content: Dear students, within the scope of this course, basic concepts related to motivation, its definition, importance, purposes, theoretical framework; You will gain knowledge, skills and attitudes about motivation theories (scope and process theories, other theories and approaches), motivation in education and variables related to motivation.
Objectives: Preventing errors related to healthcare services, eliminating or reducing patient harm caused by healthcare-related errors, and providing effective and safe patient care.
Content: Fundamental Concepts, Purpose, Importance, and Legal Aspects of Patient Safety National and International Patient Safety Goals Medication Errors and Safety Preventing Blood and Blood Product Transfusion Errors Preventing Infection Errors Preventing Surgical Errors Visa Preventing Patient Falls Preventing Infant/Child Abduction and Misplaced Babies Preventing Serious Injuries and Deaths Due to Restraints Preventing Errors with the SBAR Technique Preventing Suicides Incident Reporting and Employee Safety in Patient Safety
Objectives: The aim is to explain the meaning of the separation of powers principle and to convey that, in a political organization possessing state authority, there exist distinct powers with different areas of competence, which are divided into three fundamental functions: the legislature, the executive, and the judiciary.
Content: Students are informed that, in the classification of political regimes, the relationship between the legislative and executive branches is the key determining factor, and that, based on this relationship, government systems grounded in the fusion of powers, those adopting a strict separation of powers, and those relying on a balanced separation of powers emerge.
Objectives: Explaining and teaching the fundamental principles of environmental law, national and international legislation, and current developments related to environmental law.
Content: This course covers the development, scope, purpose, characteristics and principles of environmental law, its relationship with justice, and its national and international dimensions.
Objectives: The aim is to improve students’ ability to use legal terminology in the documents they prepare.
Content: This course focuses on legal writing techniques and research methods. Within this framework, students are informed about the procedures to follow when filing a lawsuit and the elements that should be included in the lawsuit petition.
Objectives: Understanding the main legal issues in the field of information technology, particularly concerning the internet and intellectual property rights, unfair competition, internet and criminal law, and the liability of service providers in these areas, as well as the social impacts of information technology, privacy, and professional conduct rules.
Content: The importance and place of information technology law and ethics, the history of the Internet and concepts related to the Internet network, Domain Names (Internet Addresses), Information Technology Law legislation, Information Technology crimes, Turkish Commercial Code regulations related to Information Technology, Intellectual Property Rights and the Internet, E-Government—E-signature, E-Commerce, The Concept of Ethics and the Historical Development of Ethics, Examination of social consciousness and ethical issues, Internet ethics rules.
Objectives: To ensure that students understand the definition, scope and relationship with tourism of cultural heritage; and to ensure that they acquire information about the protection, management and sustainable use of cultural heritage.
Content: This course examines the definition, types, and significance of cultural heritage, as well as the interplay between them and the tourism sector. The course will examine tangible and intangible elements of cultural heritage through examples from around the world and Turkey, focusing on the conservation, sustainable use, and promotion of this heritage through tourism. The UNESCO World Heritage List, cultural heritage management, local community participation, the economic value of cultural heritage, and ethical issues related to tourism will also be discussed in depth. The primary objectives of the course are to raise students’ awareness of cultural heritage, encourage them to play active roles in its preservation, and foster an understanding of how cultural values ??can be valued through tourism.
1.1. Meslek Bilgisi Seçmeli 1 – seçilecek ders sayısı: 1
Objectives: This practice-oriented course aims to develop pre-service teachers’ creativity skills through theoretical and applied activities. The course addresses the fundamental components of creativity and creative thinking techniques while actively engaging pre-service teachers in production processes involving diverse materials as well as visual, written, and performance-based activities. Through creative drawing, design using recycled materials, creative writing inspired by visual stimuli and poetry, and interdisciplinary production activities, pre-service teachers are expected to gain both individual and group-based creative production experiences. In this way, the course aims to enable pre-service teachers to internalize creativity not only as a skill, but also as a pedagogical approach that can be integrated into teaching processes.
Content: This practice-oriented course aims to develop pre-service teachers’ creativity skills through theoretical and applied activities. The course addresses the fundamental components of creativity, creative thinking processes, and creative thinking techniques. Pre-service teachers are actively engaged in production processes involving a variety of materials as well as visual, written, and performance-based forms of expression. Throughout the course, activities such as creative drawing, design using recycled materials, creative writing inspired by visual stimuli and poetry, creative drama, and interdisciplinary production are included. Through these activities, pre-service teachers are encouraged to gain both individual and group-based creative production experiences and to explore different forms of expression..In the practical component of the course, pre-service teachers are encouraged to generate original ideas, develop different perspectives, apply creative problem-solving skills, and design various educational materials. In this way, the course aims to promote an understanding and application of creativity not merely as an individual skill, but as a pedagogical approach that can be integrated into teaching and learning processes.
Semester 2
Objectives: The aim of the Observation and Recognition of Preschool Education Institutions course is to enable the practicum student to observe school life and teaching by participating in school life and teaching for one day and two hours a week for one semester. The work of the practicum students in this course provides them with the opportunity to observe the physical structure of a kindergarten, the activities of experienced practicum teachers and children during the day, administrative work, school rules and school-family cooperation activities and to gain short-term teaching experience, albeit with limited responsibilities. The activities that the practicum students will carry out during the weeks within the scope of this course provide them with different skills that will help them become successful teacher candidates. By the end of the semester, the practicum students have knowledge about all the activities that take place in a preschool education institution and develop their observation skills.
Content: To be able to make observations about the physical structure of a pre-school education institution, the activities of experienced practice teachers and children during the day, administrative affairs, school rules and school-family cooperation activities
Objectives: The aim of this course is; In addition to providing information about the basic concepts of child health, the aim of this course is to enable the student to develop and protect child health, to learn and apply non-pharmaceutical interventions to prevent the deterioration of the patient ` s condition and to bring the patient back to life by making the first evaluation of the child in all kinds of sudden illness, accident, injury, disaster, poisoning, drowning, etc. until the hospital or professional help arrives.
Content: Definition of child health; the status of child health in our country and in the world; child development in the womb; the effects of diseases and accidents during pregnancy on the development of the child; physical development (teeth, height, weight) and follow-up of 0-8 years old children, pediatric diseases seen in 0-8 years old children (diarrhea and respiratory infections, immunization and rash diseases, parasitic infections, etc.); vaccines; health problems according to women ` s life stages; family planning; first aid that the teacher should do in cases of fracture-dislocation, burning, injury, insect bites, poisoning, foreign body swallowing, etc. ); vaccinations; health problems according to women ` s life stages; family planning; first aid to be given by the teacher in cases of fracture-dislocation, burning, injury, insect bites, poisoning, swallowing a foreign body, etc.
Objectives: To teach the recent history of Turkey to university students; To inform students about the Turkish Revolution/Revolution, Kemalism and Atatürk ` s Principles; To ensure the adoption of Turkey ` s goal and mission of being the carrier of modernization and modernization by university students.
Content: Internal and external reasons that prepared the collapse of the Ottoman Empire; XIX. Innovation movements in the Ottoman Empire in the 19th century; The currents of ideas in the last period of the Ottoman Empire; XX. The political and military situation of the Ottoman Empire at the beginning of the century; World War I and the Armenian question; Invasion of Anatolia and reactions; Mustafa Kemal Pasha ` s departure to Samsun and his activities; congress period and organization; the opening of the last Ottoman Chamber of Deputies and the acceptance of the National Pact; Preparation for the National Struggle and the material and moral foundations of this preparation; The opening and activities of the TGNA; Treaty of sevr; the struggles on the Southern and Eastern fronts; It covers the establishment of the regular army, the Greek offensive and the wars on the Western front, the signing of the Mudanya Armistice, the convening of the Lausanne Conference and the signing of the Peace Treaty.
Objectives: The general aim of this course is to enable students to keep up with the developing and changing global world and to ensure that students have the ability to communicate by using reading, listening, writing and speaking skills effectively in a foreign language.
Content: The general aim of this course is to enable students to keep up with the developing and changing global world and to ensure that students have the ability to communicate by using reading, listening, writing and speaking skills effectively in a foreign language.
Objectives: The aim of the course is to enable students to examine writing techniques consisting of different texts by recognizing the subjects of written expression and to evaluate writing samples that deal with different subjects and to improve their own writing skills. In addition; written language and its features; spelling and punctuation; features of written and oral expression; paragraph formation and paragraph types (introduction, development, conclusion paragraphs); ways of developing thought (explanation, discussion, narration, narration, description; description, exemplification, witnessing, comparison, etc.); text structure (text structure). applications); text structure (structural features of the text, introduction-development-conclusion sections); textuality features (cohesion, coherence; purposefulness, acceptability, situationality, informativeness, intertextuality); text writing (drafting, writing, editing and sharing); informative-explanatory text writing; narrative text writing; descriptive text writing; argumentative and persuasive text writing.
Content: Characteristics of academic language and writing; using definitions, concepts and terms in academic writing; objective and subjective expression; structure and types of academic texts (articles, reports, scientific abstracts, etc.); writing claims and propositions; formal characteristics of scientific reports and articles; steps of report writing; explanation, discussion, intertextuality, referencing. ); claim, proposition writing (verifying, defending or opposing an idea); formal features of scientific reports and articles; steps of report writing; explanation, discussion, establishing intertextual relationships, citing sources (citation and footnote, bibliography); title writing, summarizing, keyword writing; ethical principles to be considered in scientific writing; academic text writing practices.
Objectives: To be able to understand the development and learning processes and to explain the concepts related to development and learning.
Content: Basic concepts of psychology and educational psychology; research methods in educational psychology; developmental theories, developmental areas and developmental processes; individual differences in development; basic concepts about learning; factors affecting learning; learning theories within the framework of education-learning processes; motivation in the learning process.
Objectives: The general aim of this course is to understand the importance of thinking and thinking skills, basic thinking skills, and to apply critical and analytical thinking skills in daily and professional life.
Content: Basic concepts and definitions; brain as a thinking organ, ways of thinking and grouping of thinking; involuntary thinking and its characteristics; voluntary thinking and its characteristics; methods of voluntary thinking; critical and analytical thinking; basic characteristics and criteria of critical and analytical thinking, stages of critical and analytical thinking; factors affecting critical and analytical thinking; the scope of critical and analytical thinking; critical and analytical reading; critical and analytical listening; critical and analytical writing.
1.2. Meslek Bilgisi Seçmeli 2 – seçilecek ders sayısı: 1
Objectives: The general aim of this course is to enable pre-service early childhood teachers to recognize out-of-school learning environments that can be used in early childhood, to evaluate the contribution of these environments to children’s developmental domains (cognitive, social-emotional, language, motor), and to gain competence in planning, implementing and evaluating out-of-school learning in line with the early childhood education program.
Content: The place and importance of out-of-school learning environments in early childhood education; theoretical foundations and practical dimensions of out-of-school learning approaches; museums, science centres and planetariums, libraries, natural areas, school gardens, botanical gardens, zoos, art centres, local government and community-based learning spaces; contributions of these environments to children’s cognitive, social-emotional, language and motor development; out-of-school teaching materials and developing learning environments; out-of-school learning and alternative education practices; the teacher’s role in planning, implementing and evaluating out-of-school learning activities; setting objectives and outcomes, designing activities, safety and risk management, family involvement, observation and documentation techniques.
4. YY Üniversite Geneli Serbest Seçmeli Dersler – seçilecek ders sayısı: 1
Objectives: The purpose of this course is to develop prospective primary school teachers’ creative thinking and creative writing skills; to enable them to produce original texts by utilizing various stimuli, techniques, and genres; to support their effective use of the writing process—including planning, drafting, revising, receiving feedback, and rewriting; and to ensure that they transform these experiences into instructional practices that enhance students ` writing motivation, imagination, expression skills, and writer identity in primary school Turkish language education.
Content: “The Creative Writing course is a practice-oriented course that addresses the relationship between creativity, creative thinking, and writing, as well as the core principles and instructional processes of creative writing. Within the scope of the course, students engage in exercises such as utilizing senses and observation, association, free writing, and writing based on visuals and music; developing character, setting, time, point of view, plot, and dialogue; producing stories, fairy tales, poetry, and short creative texts; as well as text revision, peer feedback, and rewriting. Additionally, the course emphasizes prospective teachers designing creative writing activities for primary school students, evaluating student products through both process- and product-oriented approaches, and using digital/multimodal environments ethically.”
Objectives: The aim is to enable students to identify gait pathologies, distinguish changes observed in pathological gait from normal gait, and develop comparison skills.
Content: To define gait pathologies, distinguish changes seen in pathological gait from normal gait, and develop the ability to compare them. Classification of gait pathologies Pathological mechanisms Gait pathologies in children Gait pathologies in adults
Objectives: Course objectivesIt is aimed to comprehend reproductive/sexual health, society’s perspectives on sexuality, problems related to sexual health, family planning and family planning methods
Content: Promotion of the course, explaining content and objectives Overview of Sexual Health/Reproduction Health Reproductive Health/Sexual Health Rights Importance of Reproduction Health Overview of sexuality in societies- creating value about sexuality Sexual identity development – physical and mental changes in the period of adolescence Reproductive and sexual function anatomy and physiology sexual health problems Pregnancy Postpartum Midterm exam Family planning FAMILY PLANNING CONTINUE Infertility -Master Reproductive Techniques Sexually transmitted infections Continuation of sexually transmitted infections Women’s rights in the world and in Turkey and domestic violence against women
Objectives: “Understanding the spending and purchasing processes in the public sector, Examining the legal framework and application ways of these processes, Having basic knowledge about public procurement.”
Content: “Public Procurement Law, Public Procurement Law, Procurement contracts, methods used in tenders and remedies.”
Objectives: It is aimed to introduce students to the change of contemporary art in the historical process, its important qualities, major artists and their important works, and to enable them to understand the historical terms of art from a critical perspective.
Content: It includes giving information about the art consciousness formed after the Renaissance, the history of art formed with the 19th century art movements and the 20th century art understanding, and the formation phase of the art grounds affected by the stylistic features and periods with interdisciplinary approaches.
Objectives: The objective of the Technology Addiction course is to introduce students to the risks that technology addiction can pose; to inform students about the effects that addictive technologies, such as smartphones and the internet, can have at the biological, personal, and social levels; and to help students develop awareness of preventive measures and coping strategies for dealing with technology addiction.
Content: A Discussion of the Concept of Addiction; Types of Addiction and Related Theories; Smartphone Addiction and Internet Addiction; The Impact of Addiction on Society and the Individual; The Relationship Between Technology Addiction, Daily Life, and Quality of Life; Technology Addiction, Youth, and Family; The Effects and Consequences of Technology and Internet Addiction; Preventive Mechanisms and Coping Strategies for Technology Addiction; Digital Privacy and Cybersecurity
6. YY Üniversite Geneli Serbest Seçmeli Dersler – seçilecek ders sayısı: 1
8. YY Üniversite Geneli Serbest Seçmeli Dersler – seçilecek ders sayısı: 1
Year 2
Semester 3
Objectives: This course aims to enable pre-service teachers to: (A1) understand the definition and importance of mathematics in early childhood and the development of children ` s mathematical thinking within the framework of cognitive development theories and learning trajectories; (A2) critically examine principles and standards in mathematics education, the mathematics domain of the MoNE (2026) curriculum and research-based mathematics programs; (A3) gain skills in planning, implementing and evaluating play-based activities for basic mathematical concepts; (A4) recognize the role of the family and home environment, technology and affective factors in mathematics learning.
Content: Development in early childhood; cognitive development theories (Piaget, Vygotsky, Bruner) and mathematics learning; the importance of mathematics in early childhood and the learning trajectories approach; NCTM principles and standards and the mathematics domain in the MoNE (2026) curriculum; planning mathematics activities; mathematics and play, mathematics in the home environment; matching, comparing, classifying and seriation; patterns and early algebraic thinking; number and counting; symbols, operations and problem solving; geometry, spatial thinking and position in space; measurement; data analysis, graphs and probability; research-based mathematics programs (Building Blocks, Big Math for Little Kids, GEMS) and STEM; implementing mathematics activities through micro-teaching.
Objectives: The overall aim of this course is to enable pre-service teachers to understand the philosophical foundations, structure, and components of the Türkiye Century Education Model (TYMM) Preschool Education Program, to prepare play-based monthly education plans and daily plans by holistically integrating domain skills, learning outcomes and process components, dispositions, and cross-program components, to observe and report on the implementation of these plans, to evaluate and redesign learning environments, to plan differentiation practices, and to conduct evaluations in terms of the child, the program, and the teacher. The course also aims to familiarize pre-service teachers with different approaches to preschool education, enable them to compare these approaches with the TYMM, and develop a perspective for adapting them to the program.
Content: The historical development of preschool education programs in Türkiye, the fundamental structure and components of the Türkiye Century Education Model (TYMM) Preschool Education Program, domain skills, learning outcomes and process components, dispositions and cross-program components, play-based learning, organization of learning environments, preparation of monthly education plans and daily plans, differentiation, child assessment and evaluation, family and community involvement, and examination of different approaches to preschool education.
Objectives: The aim is to enable the prospective teacher to understand the play development and needs of preschool-aged children, to develop awareness regarding the roles of play partners, play materials, and safety, and to cultivate a multidimensional perspective on play.
Content: This course covers the definition, content, historical development, and characteristics of play, as well as its role in early childhood and the biological, psychological, and environmental factors that influence it. It addresses theories regarding play, the prevalence of traditional and contemporary games, children ` s preferred types of play, and classical, psychoanalytic, and cognitive play theories. Furthermore, the course examines types of play, the impact of play on a child ` s physical, cognitive, linguistic, social, and emotional development, and the role and value of play in education; it also covers the planning, implementation, and evaluation of play activities, focusing on play environments, materials and safety in preschool education, and the roles of adults and teachers in facilitating play.
Objectives: To gain competence in basic concepts related to child mental health, factors affecting child mental health, adaptation and behavioral problems seen in childhood and adolescence, and mental disorders in children and adolescents.
Content: Dear students, welcome to the Child Mental Health course. Definitions of child mental health, its importance, mental health theories, defense mechanisms, behavior and adaptation problems seen in children, and factors affecting child mental health constitute the subheadings of our course.
Objectives: The aim of this course is to enable pre-service teachers to understand development from the prenatal period through the first three years of life within a theoretical and developmental framework; to recognize infants’ developmental characteristics and individual differences; to evaluate the biological and environmental factors affecting development; to interpret infants’ needs for care, interaction, play, and learning from a developmental perspective; and to plan high-quality educational practices that support development.
Content: This course covers basic concepts and principles of development; biological and environmental factors affecting development; theories of development; prenatal development; birth and characteristics of the newborn period; the basic needs and care of infants and young children; physical growth and motor development; brain development; sensory and perceptual development; cognitive development; language and communication development; social-emotional development and attachment; and personality and sexual development. The course also addresses the observation and assessment of development during the first three years of life, recognition of developmental risks, analysis of developmental case examples, and care, interaction, play, and educational practices that support infants’ development.
Objectives: The general aim of this course is to enable pre-service teachers to understand the fundamental factors influencing learning and teaching processes and to use instructional principles, strategies, approaches, models, methods, and techniques in accordance with instructional objectives and learner characteristics. In addition, the course aims to equip pre-service teachers with the skills to plan and implement learner-centred instructional processes that consider individual differences and higher-order thinking skills.
Content: Dear Students, Welcome to the Principles and Methods of Instruction course. This course will cover fundamental concepts related to learning and teaching processes, curriculum components, instructional principles, strategies, approaches and models, methods, and techniques. Pre-service teachers are expected to use the knowledge and skills acquired throughout the course to plan and implement learner-centred instructional processes appropriate to learner characteristics and course objectives. They are also expected to develop instructional activities that accommodate individual differences and foster higher-order thinking skills. The midterm and final examinations will be administered as traditional written examinations consisting of open-ended questions.
Objectives: Developing knowledge and skills on the importance of sensory education in terms of development, the purposes of sensory education, developmentally appropriate activities and materials, and arranging activities and materials for children in early childhood.
Content: Concept of sense, development of senses, development of perception; function of sensory systems; Sensory awareness in the preschool period, the place and importance of sensory education in development, organization of educational environments that support sensory awareness, materials and their use; The role of the teacher in sensory education, planning, implementation and evaluation of sensory-oriented activities in the education program.
Objectives: Among the basic concepts related to music, the development of rhythmic perception, sound, tempo development, the relationship of these concepts with development areas, organizing an educational environment, rhythm, sound, tempo and dance studies, creative movement and dance, musical story, playing, singing, listening with the Orff approach, It is aimed for students to be able to dance-move, express themselves, create their own music, and use Orff schulwerk instruments.
Content: Dear students, welcome to the Rhythm, Dance and Orff Education in Early Childhood course. Among the basic concepts related to music, the development of rhythmic perception, sound, tempo development, the relationship of these concepts with development areas, organizing an educational environment, rhythm, sound, tempo and dance studies, creative movement and dance, musical story, playing, singing, listening with the Orff approach, The content of the course includes dance-movement, self-expression, creating one’s own music, and being able to use Orff schulwerk instruments.
Objectives: No English description is available in the Information Package.
Content: No English description is available in the Information Package.
Objectives: At lesson; It is aimed to introduce the hospital environment, which is one of the working areas of pre-school education teacher candidates, and to facilitate the adaptation process of children to the hospital environment and to ensure that they have the competencies to carry out play and educational activities.
Content: Dear students, this course is for you to learn about the developmental characteristics of hospitalized children according to their age groups, their interests and needs, their mental state, and the interaction between hospital staff, the child and the family. During the period, preparatory education for the hospital, diagnosis, treatment and preparation for surgery, games, music, art, drama, mathematics, stories, etc. for hospitalized children are provided. You will learn about preparing and implementing an event plan. Additionally, you will learn about hospital schools and interaction issues between terminally ill children, their families, and staff. In order to provide the opportunity to apply the acquired knowledge, you will carry out games and educational activities in the pediatric wards of the hospitals, including one week of observation and interview and three weeks of practice. Reasoning, relationship building and critical thinking methods will be used as the basis of the course. In this way, it is aimed to access the information yourself and to ensure the permanence of the information. Therefore, it is important for candidates to bring relevant resources to the course. Evaluation of the course will be made through midterm and final exams.
Objectives: This course aims to enable pre-service teachers to: (A1) understand the basic concepts of policy, education policy and early childhood education policies and the historical development of these policies; (A2) examine, based on data, the legal and institutional structure of early childhood education and care services in Türkiye and indicators of access, financing and quality; (A3) critically discuss equity and inclusion, family, civil society and teacher policies through national and international examples; (A4) develop the habit of formulating and sharing evidence-based policy proposals for problems in early childhood education.
Content: Policy and education policy; the relationship between state, ideology and education; history of early childhood education in the world and in Türkiye; early childhood education curriculum, models, approaches and programs; legal and institutional structure of early childhood education and care services in Türkiye and factors affecting policies; early childhood education policies in Türkiye: access, financing, quality and safety; the importance of early childhood education for economic, social and sustainable development; equity and inclusion policies in early childhood education; policies for families; the work, benefits and scaling-up recommendations of civil society organizations; teacher education, employment and professional development policies; early childhood education policies of national and international organizations; current policy debates and developing evidence-based policy proposals.
Objectives: To understand the basic concepts of child psychology, developmental periods, child development, adjustment processes and behavior problems, and to be able to explain concepts related to child psychology.
Content: Dear prospective teachers, this course will cover the basic concepts of child psychology, developmental stages, child development, adjustment processes, and behavioral problems. You are expected to master these fundamental theories and concepts. Course assessment will consist of midterm and final exams, as well as assignments if necessary.
2.1. Alan Eğitimi Seçmelisi 1 – seçilecek ders sayısı: 1
Objectives: The aim of this course is to enable prospective teachers to grasp the scope of 21st-century literacies; critically evaluate media content and information sources; gain awareness regarding children ` s safety, privacy, and rights in digital environments; discuss the opportunities and limitations of media and technology use while considering the age and developmental characteristics of preschool children; and design media- and technology-based activities grounded in pedagogical rationale by selecting appropriate digital content and materials.
Content: This course enables undergraduate students in early childhood education to address 21st-century literacies—specifically media, information, digital, technology, visual, and artificial intelligence literacy—within the context of children ` s age and developmental characteristics. The course covers topics such as the critical analysis of media content, the evaluation of information sources, misinformation and disinformation, digital citizenship, digital ethics, safety and privacy, children ` s rights, screen and digital media use in early childhood, the selection of digital content and educational materials, artificial intelligence literacy, digital storytelling, and the role of families. The course is conducted through practical activities—including analysis, case studies, criteria development, and activity design—and concludes with a media- and technology-based activity project.
3. YY Üniversite Geneli Serbest Seçmeli Dersler – seçilecek ders sayısı: 1
Objectives: It aims to follow technological developments in the field of health, to direct the use of technological products with proven effectiveness in patient care and safety, to gain knowledge and skills in this direction, to develop products and present ideas in line with these purposes.
Content: Developing patents and utility models in the field of health technologies and to write them by technical writing, to apply Bigg, raising awareness about technological developments in this field.
Objectives: The aim of this course; To enable students to learn the stages of critical examination of scientific data, articles and research, scientific knowledge, and the use of systematic review method in the examination of articles and publications.
Content: Introduction: Course description, aim and objectives Thinking and types of thinking Critical thinking concept Critical thinking application steps Critical examination of scientific data Ways of accessing scientific data and information 1 Ways of accessing scientific data and information 2 Article review stages 1 Article review stages 2 Case Studies 1 Case studies 2
Objectives: It is aimed to comprehend the definitions of environment and environmental health, practices related to environmental health, the factors that negatively affect environmental health and the precautions of these negative factors.
Content: Introduction of the course, explanation of content and objectives Introduction to Environmental Health Basic Definitions and Principles on Environment and Environmental Protection Air Pollution, Causes and Precautions Water Pollution, Causes and Precautions Soil Pollution, Causes and Precautions Radiation Pollution, Causes and Precautions Noise Pollution, Causes and Measures Physical Environmental Factors and Health Effects MIDTERM Waste and Waste Disposal Global Climate Change and Its Effects on Human Health Housing Conditions and Health Tackling Vectors Carbon Monoxide Poisoning and General Relapse
Objectives: The aim of this course is to enable students who successfully complete the course to fully understand, recall, convey, and apply the fundamental topics covered, relevant legislation, theory, and current case studies.
Content: The course on Misdemeanors Law includes the following topics: The Concept of Misdemeanor and Misdemeanors Law, Distinction between Misdemeanor and Crime and Sources of Misdemeanors Law, Scope of Application of the Misdemeanors Law, Structural Elements of Misdemeanors and Conditions for Application of Sanctions, Typicity and Illegality, Fault in Misdemeanors Law, Special Forms of Misdemeanors, Other Conditions Preventing or Enabling the Application of Sanctions in Misdemeanors, Administrative Sanctions to be Applied to Misdemeanors, Administrative Fines and Administrative Measures, Administrative Sanction Decision, Judicial Protection Against Administrative Sanction Decisions, and Case Study Solutions.
Objectives: 1) Teaching the watercolor technique and creating drawings with the light and color values of space or object works 2) Creating texture effects with color
Content: It explains the application of the watercolor technique on paper and the importance of the harmony of colors in the context of the relationship between light and color. It includes creating depth, lines and framing while creating monochrome pictures with the Lavi technique. It includes creating color and texture and shadow while creating space and design drawings.
Objectives: The aim of the course is to enable students to set realistic career goals by aligning their interests and skills with the current demands of the professional world. It seeks to help students identify opportunities in green jobs, develop effective application skills, use digital tools ethically and consciously, and incorporate international mobility and entrepreneurship opportunities into their career plans.
Content: The Career Planning course supports students in understanding the changing nature of work and planning their own career development. Topics such as green jobs, employability, job searching, interviewing, and résumé preparation are covered within the course. Subjects including digital footprints, AI-assisted career planning, Erasmus+ and international opportunities, patent drafting, visual communication, and entrepreneurship are addressed through practical applications.
Objectives: This course aims to enable higher education students to: – distinguish the fundamental concepts related to special education; – explain the characteristics of individuals with special educational needs and the processes involved in their identification and diagnosis; – explain classification, prevalence and incidence, causes, and the characteristics of practices used during screening and diagnostic/assessment processes; – discuss the concept of family and the characteristics and experiences of families who have children with special educational needs; – distinguish the characteristics of individuals with language and speech disorders, physical disabilities/chronic illnesses, multiple disabilities, and emotional/behavioral disorders; – discuss attitudes toward children with special educational needs and their families, as well as the services, supports, and legal rights provided to families within the framework of current laws and regulations; – describe teamwork and evidence-based practices in special education with reference to both national and international practices; and – develop the ability to identify effective instructional methods used in the field of special education.
Content: Fundamental concepts in special education; individuals with special educational needs; language and speech disorders; physical disabilities and chronic health conditions; multiple disabilities; emotional and behavioral disorders; classification of special educational needs; prevalence and incidence; etiological factors; screening, assessment, and identification processes; multidisciplinary and interdisciplinary teamwork; educational settings and instructional environments; evidence-based practices in special education; the concept of family and the characteristics of families of children with special educational needs; attitudes toward children with special educational needs and their families; and services, support systems, and legal rights available to families.
Semester 4
Objectives: This course aims to enable pre-service teachers to: (A1) understand the definition and importance of science education in early childhood, the nature of science and the process of acquiring basic science concepts; (A2) critically examine principles and standards in science education, the science domain of the MoNE (2026) curriculum and science programs used in early childhood education; (A3) gain skills in planning and implementing science activities using methods and techniques and learning centres that support science process skills and scientific thinking; (A4) recognize the principles of safety, respect for living things and environmental sensitivity in science education and the contribution of nature-based learning and family involvement to sustainability awareness.
Content: Definition, importance and goals of science education in early childhood; nature of science and scientific literacy; development of science concepts and misconceptions; principles and standards in science education and the science domain in the MoNE (2026) curriculum; planning science activities; basic and integrated science process skills and experimentation; methods and techniques, inquiry-based learning; science and nature centre, outdoor and nature-based learning; thinking routines; integrating science with other domains and STEM; the project approach; early childhood science programs around the world; basic science concepts (living things, matter, force and motion, light and sound, earth and sky); safety, respect for living things, sustainability and family involvement; implementing science activities through micro-teaching.
Objectives: The primary aim of this course is; students, definition, importance, purpose, principles of pre-school education, historical development of pre-school education, pre-school education programs, developmental characteristics, habits, needs of pre-school children, pre-school education institutions and educational environments, different approaches in pre-school education, pre-school education. To provide basic information about the personnel working in educational institutions and the characteristics that these personnel should have, pre-school education in different countries, and school-family cooperation in pre-school education.
Content: Basic concepts related to the physical, motor, cognitive, language, social-emotional, personality development, moral development and sexual development of children aged 36-72 months; relevant developmental theories; Factors affecting development areas; developmental features; The relationship between developmental areas.
Objectives: This course enables prospective teachers to acquire basic music theory knowledge; explore and understand the developmental value of musical experiences shared with children in early childhood; know and compare different approaches to music education; It aims to enable children to personally experience rhythm studies, singing, dancing, using materials and musical games, and to develop an activity repertoire for children in accordance with their development levels and readiness, and plan various musical experiences, with an intercultural and interdisciplinary vision based on these experiences.
Content: This lesson; Introduction to Music Education in Early Childhood, What is Music?: Definition, Basic Elements and Concepts, Characteristics of Musical Development in Early Childhood, The Place of Music in Early Childhood and Its Use in Education: Its Importance, Basic Principles and Scope, Voice, Breath and Rhythm Studies, Singing, Creative Movement and Dance, Material Use in Music Activities, “Planning-Implementation-Evaluation” Processes in Music Activities and the Role of the Teacher, Interdisciplinary and Intercultural Use of Music in Early Childhood Education, Music Activities Planning Studies in Early Childhood, Different Approaches in Music Education: Orff-Schulwerk, Dalcroze and Kodaly ,Music Activities Applications in Early Childhood 1,Music Activities Applications in Early Childhood 2; Includes topics.
Objectives: The general purpose of this course is to develop teachers ` skills in understanding the purpose of drama, its principles of application, the properties of the medium and materials in drama, and transforming it into experience by applying it, and preparing activity plans for children based on the information they have obtained.
Content: Within the scope of the course, the definition of drama, its history, importance, purposes, types of drama, the relationship of drama with other branches of art, the differences between drama and theater, the techniques used in drama (pantomime, role playing, dramatization, improvisation, photography, narrative, story, poetry, nursery rhyme). creation, etc.), the role of the teacher in drama, participants in drama, drama stages, preparation of the educational environment in drama, implementation and evaluation will be discussed.
Objectives: To understand the definition and importance of children’s literature and its development in Türkiye and worldwide, recognize the functions and importance of children’s literature for children, understand the developmental importance of high-quality children’s books, classify children’s books according to age and developmental characteristics, identify the essential characteristics of children’s literary works, evaluate works of children’s literature according to these characteristics, recognize and distinguish among literary genres used in preschool education, apply storytelling techniques, understand the importance and types of literature for preschool children, select appropriate storybooks for preschool children, understand and apply storytelling techniques, and foster reading habits in children.
Content: The subheadings of our course include the importance of children ` s literature, its historical development, preschool children ` s literature, the importance of children ` s literature according to its developmental areas, its purposes, benefits, the role of the family, types of children ` s literature, children ` s books and their characteristics, and storytelling techniques.
Objectives: In this course, it is aimed to provide general teaching principles and methods as well as competencies on how these teaching principles and methods can be applied in the preschool period. The aim of this course is to provide awareness of the general developmental characteristics and development areas of preschool children, general recognition of the preschool education program, preparation of physical environments for activity types and types and specific achievements and indicators, and the theoretical and practical equipment necessary for the preparation of materials.
Content: This course is a course that blends the knowledge and skills acquired in general teaching profession knowledge courses and courses specific to the field of preschool teaching. In other words, it focuses on the application of teaching principles and methods by adapting them to the developmental characteristics of preschool children.
2.4. Alan Eğitimi Seçmelisi 2 – seçilecek ders sayısı: 1
Objectives: The aim of this course is to enable prospective preschool teachers to comprehend the historical, cultural, societal, and political contexts of early childhood education in various countries and to examine these countries ` early childhood education systems across key dimensions such as objectives, access, governance, financing, curriculum, teacher training, educational environments, teaching-learning processes, family involvement, and assessment. Furthermore, the course aims to enable prospective teachers to compare early childhood education policies and practices across different countries, critically evaluate the strengths and limitations of these practices, and discuss the applicability of international best practices within the Turkish context. The course also seeks to empower prospective teachers to monitor global trends and current developments affecting early childhood education, and to translate the knowledge and insights gained from diverse educational systems into implications for the improvement of early childhood education in Turkey.
Content: This course covers the fundamental concepts and principles of comparative analysis within the fields of comparative education and early childhood education, as well as the criteria used to compare early childhood education systems. It examines early childhood education across different countries, addressing aspects such as historical development, governance and financing structures, policies regarding access and participation, curricula and pedagogical approaches, teacher training and competencies, learning environments, family and community involvement, inclusion and equity practices, and assessment approaches. The course analyzes early childhood education systems from countries representing diverse geographical regions and educational traditions, while evaluating international trends and examples of best practice in comparison with early childhood education in Turkey.
Objectives: The aim is to foster the teacher ` s knowledge and awareness regarding the importance of environmental education, fundamental environmental concepts, and various educational approaches; to enable them to learn how to plan environmental education and understand the techniques and methods employed; and to equip them with the skills to prepare and implement appropriate educational programs, evaluate environmental education-based curricula and practices, and develop initiatives that support environmental education for both children and their families.
Content: This course covers fundamental concepts and theories related to the environment and environmental education, the philosophical and historical development of environmental education, and the importance of environmental education during early childhood. It addresses various educational models and approaches regarding environmental education, as well as environmental literacy, nature education, and the use of out-of-school learning environments (such as parks and nature trails) in early childhood. Furthermore, the course examines the planning of environmental education processes in the preschool period; the preparation, implementation, and evaluation of curricula integrated with science, mathematics, art, drama, and play using specific methods and techniques; and the role of the qualified teacher, along with the inclusion of families and the immediate community in the educational process.
Year 3
Semester 5
Objectives: The general aim of this course is to enable prospective teachers to understand the nature and development of visual arts education in the preschool period; to develop the skills to use art activities as an effective teaching method and as a tool for understanding and assessing the child; to grasp the relationship between art, development, and education; to internalize art-related concepts, methods, and techniques; to articulate the characteristics of an individualized approach to art education; and to gain both national and universal perspectives on the importance and necessity of art. Furthermore, the course aims to foster an understanding of the role of art activities in early childhood—specifically regarding the development of fine motor skills (finger and hand muscles) and the creative personality—as well as their place in the curriculum and the significant mission undertaken by the educator.
Content: This course covers fundamental concepts regarding art, art education, aesthetics, and creativity; theoretical approaches to artistic development in children; and the importance of art education during early childhood. It addresses the stages of artistic development in children ` s drawings and their analysis based on age and developmental levels, skills for recognizing and critiquing artworks, and the processes by which children express themselves through art. Furthermore, the course examines art education methods and techniques for early childhood, the selection of appropriate tools and materials, the design of individual and group activities and projects that foster children ` s creative expression and aesthetic awareness, and the preparation, implementation, and practical application of inclusive art education programs.
Objectives: The aim of this course is to deepen pre-service teachers’ theoretical knowledge of technology use in early childhood through current literature and to develop their ability to transform this knowledge into technology-supported activities in early childhood settings. The course addresses developmental theories, technology integration models, digital literacy, the family–technology relationship, and ethics and privacy, while fostering pre-service teachers’ critical reading, academic discussion and technology-supported activity design skills.
Content: Theoretical approaches and current research findings on technology and digitalization in early childhood; translating theoretical knowledge into practice; developmental theories (Piaget, Vygotsky, Papert); technology integration models (TPACK, SAMR, etc.); making and learning-through-production; design-based thinking (the engineering design process); STEM/STEAM education; coding and computational thinking; unplugged, robotics and block-based coding applications; AI literacy and its ethical dimensions; designing and evaluating technology-supported activities in line with the early childhood education program.
Objectives: The aim of this course is to enable prospective teachers to acquire the fundamental knowledge and practical skills necessary for understanding and assessing children in preschool educational settings; to select and implement appropriate assessment methods and tools; to interpret and report the data obtained at a basic level; and to act in accordance with ethical principles and children ` s rights throughout the entire process.
Content: This course covers the objectives, principles, and fundamental methods of child assessment and understanding within the preschool educational setting. It introduces approaches such as observation, interviews, developmental screening, standardized testing, and alternative assessment (performance, portfolio, and play-based methods); it also addresses the summarization and basic interpretation of collected data, its application to instruction, and reporting to families. Children ` s rights and ethical principles are upheld throughout all stages of the course.
Objectives: The aim of this course is to enable prospective teachers to analyze issues and needs in the field of early childhood education based on data; to develop a feasible project proposal by establishing logical consistency among objectives, goals, activities, the budget, and evaluation; to examine actual project calls; and to write and present their proposals using professional language in accordance with principles of academic integrity.
Content: This course aims to enable undergraduate students in early childhood education to prepare a feasible educational project proposal addressing a specific need in the field of early childhood education. The course is based on the project cycle approach; the stages—project concepts and educational projects, needs analysis, problem definition and literature review, target groups and stakeholders, aims and objectives, activities, work-time schedules, resources and budget, risk management, monitoring and evaluation, sustainability and dissemination, as well as project writing and presentation—are addressed in a complementary manner. Students develop their own projects in weekly stages throughout the semester. Within the scope of the course, a distinction is made between project preparation, project-based learning, and the project approach implemented with children; real project calls are used solely for examination purposes, and students are not directed toward any specific program. Principles of academic integrity, citation, and transparency regarding the use of artificial intelligence are emphasized.
Objectives: 1. To comprehend the fundamental concepts and principles of special education, as well as its historical development. 2. To understand the key legal regulations in the field of special education and their implications for educational practices. 3. To acquire foundational knowledge regarding diagnosis and assessment processes in special education, as well as the individualization of instruction. 4. To grasp the importance of inclusion/integration practices, support services in special education, and family involvement and collaboration. 5. To recognize the characteristics and educational needs of various disability and ability groups, along with the instructional approaches tailored to these groups. 6. To gain knowledge and skills concerning effective classroom management and behavioral management strategies within inclusive educational settings.
Content: Fundamental concepts in special education; principles and historical development of special education; legal regulations concerning special education; diagnosis and assessment in special education; individualization of instruction; inclusion and support services in special education; family involvement in education and collaboration with families; characteristics of various disability and ability groups; educational approaches and instructional strategies for different groups; effective strategies for classroom management and behavior management.
Objectives: The aim of this course is to provide teacher candidates with the definition of basic concepts related to art and aesthetics, the place and importance of art and art education in the mental, emotional and kinetic development of individuals, the relationship between art and creativity, the relationship between art and sensitivity, the relationship between art and education in Turkey. and the development of art in the world, the relationship between art and culture, and the roles of museums in developing arts.
Content: Art, fine arts, craft and culture; art and education; art, creativity and artwork; philosophy of art and aesthetics; theories of art and aesthetics; art criticism; art history, art in pre-modern, modern and post-modern periods; art and social context; art and everyday life; Turkish-Islamic art-aesthetics and works of art; the position of art and artisan in the process of social change; The development of the arts in Turkey; understanding of art today; civilization and art; art, aesthetics and morality.
Objectives: The aim of this course is to examine the relationship between reading culture and language from theoretical and practical perspectives. The course aims to provide students with a critical perspective on how reading habits can be developed, the role of language in reading culture, and the cognitive, emotional and cultural effects of reading. Students will become familiar with the dynamics that shape reading culture and explore the functions of reading at individual and societal levels.
Content: The relationship between reading culture and language; developing and supporting reading habits; cognitive, emotional and cultural effects of reading; historical and cultural dynamics of reading culture; basic reading skills (speed reading and comprehension, making inferences, understanding text structure, guessing word meaning); critical and analytical reading strategies; the literature circles method and roles; analysing literary and cultural texts from linguistic, cognitive and pedagogical perspectives; effects of media and information and communication technologies on reading culture; supporting reading habits in early childhood.
Objectives: The general aim of this course is for prospective teachers to learn the purpose, implementation principles, and stages of drama, as well as drama techniques suitable for preschool-aged children, and to develop the skills to prepare a drama plan.
Content: Beyond serving as a teaching tool, drama is a method that significantly contributes to an individual ` s development, regardless of age. Through drama—a group activity rooted in play—participants acquire various skills while having fun and fostering a sense of group consciousness. Drama encompasses fundamental skills such as creativity, group awareness, production, reasoning, and inquiry; consequently, it is essential to understand its processes and for prospective teachers to experience it firsthand. Therefore, this 14-week course will feature three hours of practical drama activities each week. Students are responsible for the theoretical readings, and discussions will be held at the conclusion of the class activities. To derive maximum benefit from this course, please attend regularly, focus on the practical exercises, and ensure you integrate every activity with the course content.
3.5. Genel Kültür Seçmeli 1 – seçilecek ders sayısı: 1
Objectives: This course aims to enable students to: (A1) understand communication as a process and explain human relations through theoretical approaches; (A2) examine interpersonal relationships in their developmental, cultural and gender-related dimensions; (A3) recognize their own communication patterns and develop effective communication skills through practice; (A4) design and deliver a free-topic presentation based on active participation and evaluate their communication behaviour on the basis of evidence by reporting on this experience.
Content: Elements, process, functions and types of communication (verbal, nonverbal, written); basic communication models; definition and classification of human relations; psychoanalytic, attachment, social, psychological and cognitive theories; interpersonal relationships as a developmental process, communication in the family and at school; factors affecting relationships, gender roles and emotional intelligence; self-monitoring, self-disclosure, communication errors and barriers; active listening and empathy; conflict and conflict resolution, I-language and assertiveness; intercultural communication; voice, diction and body language; designing and delivering a presentation based on active participation and writing a communication report.
Objectives: – To enable students to understand the international and national dimensions of children’s rights, – To relate the principles of non-discrimination, the best interests of the child, participation, and protection to educational settings, – To raise teachers’ awareness of their legal responsibilities in situations where there is a risk of rights violations, – To develop the ability to make decisions and design practices consistent with children’s rights through case studies.
Content: This course enables pre-service teachers to recognize the legal framework in situations involving children’s rights that they may encounter in classroom and school settings and to apply a rights-based approach.
3.5. Meslek Bilgisi Seçmeli 3 – seçilecek ders sayısı: 1
Objectives: This course aims to enable pre-service teachers to: (A1) understand the basic concepts and principles of effective teaching and learning and teachers ` professional competencies, attitudes, roles and behaviours; (A2) critically examine the scope, theoretical foundations, benefits and limitations of the micro-teaching method; (A3) prepare an activity plan based on active learning that is appropriate for preschool children; (A4) implement the planned activity in class through micro-teaching and improve the video-recorded practice through peer feedback and self-evaluation.
Content: Basic concepts and principles of effective teaching and learning; teacher qualifications and competencies, professional attitudes, roles and behaviours; definition, scope, purpose, foundations and history of micro-teaching; benefits, limitations and criticisms of micro-teaching; micro-teaching in the world and in Türkiye; preparing activity plans in preschool; active learning activities and teaching skills; implementation steps and principles of micro-teaching; micro-teaching practice focusing on attracting attention, giving instructions, using materials, questioning and wait time, handling children ` s responses, reinforcement, feedback and closure; peer feedback, self-evaluation and transfer to the real classroom.
Objectives: The aim of this course is to enable students to learn the evolving and changing definition of museums, to build a museum culture, and to use museums for study, education and recreation, thereby creating an awareness of museums that begins at a very early age and continues throughout life.
Content: The concept of the museum and its evolving definition; principles and aims of museum education; types of museums (archaeology, art, natural history and science museums, historic houses); using museums in early childhood; pre-visit, during-visit and post-visit museum activities; preparing educational plans and activities that can be carried out in museums with children and their families; planning out-of-school learning activities; presenting activity plans for different museums.
5. YY Üniversite Geneli Serbest Seçmeli Dersler – seçilecek ders sayısı: 1
Semester 6
Objectives: The aim of this course is to enable teacher candidates to develop fundamental knowledge and understanding of the concept of family, the historical development of the family, and different family structures; to recognize the characteristics and needs of families in special circumstances; and to gain knowledge about family education programs implemented in Türkiye and around the world. The course also addresses the importance and benefits of family involvement in early childhood education, barriers to family involvement, family-school communication, and family involvement strategies. It aims to equip teacher candidates with the knowledge and skills to plan, implement, and evaluate family involvement practices and to develop appropriate communication and involvement strategies by taking into account the diverse characteristics and needs of families.
Content: The concept of family and fundamental concepts related to the family; the historical development of the family and different family structures; characteristics and needs of families; working with families in special circumstances and disadvantaged families; the scope and fundamental principles of family education; family education programs implemented in Türkiye and around the world; the importance, benefits, and fundamental principles of family involvement in early childhood education; factors affecting family involvement and barriers to participation; family-school communication and collaboration; family involvement strategies and examples of practices in early childhood education; working with families of children with special needs, families from diverse cultural backgrounds, and families of children exposed to neglect and abuse; father involvement in early childhood education; planning, implementing, increasing, and evaluating family involvement.
Objectives: The aim of this course is to enable prospective teachers to explain the scope, developmental and theoretical foundations, and key components of early literacy, as well as to evaluate the development of early literacy skills and their relationship to children ` s school readiness. Furthermore, the course aims to enable prospective teachers to evaluate learning environments, instructional processes, and materials that support children ` s early literacy skills; to plan and implement early literacy activities tailored to children ` s developmental characteristics and individual differences; and to develop supportive practices regarding the role of families in the early literacy process.
Content: Definition, scope, and theoretical foundations of early literacy; development of early literacy and its relationship to school readiness; oral language and vocabulary; phonological awareness; print awareness; alphabet and letter knowledge; listening comprehension and narrative skills; early writing skills; assessment of early literacy skills; early literacy-rich learning environments; children ` s books and interactive/shared reading; play-based early literacy practices; family and home literacy environments; digitalization, e-books, and the use of digital tools in early literacy; planning, preparation, implementation, and evaluation of early literacy activities and materials.
Objectives: The general aim of this course is for prospective teachers to learn the fundamental concepts of research methods, research processes, and data collection and analysis techniques; to gain a scientific perspective in the field of early childhood education; and to develop skills in assessing children ` s development, improving educational programs, and contributing to the field by applying these methods. Furthermore, the course aims to enable prospective teachers to gain competence in identifying research problems, conducting literature reviews, preparing research plans, and reporting findings.
Content: Research methods constitute not only the foundation of scientific inquiry but also an effective tool for understanding and assessing child development and improving educational processes within the field of early childhood education. This course aims to equip you with a scientific perspective on early childhood education by introducing you to the fundamental concepts, processes, and applications of research methods. Research methodology encompasses various essential skills, such as problem-solving, data collection, analysis, and the interpretation of results. These processes will serve as a guide for you not only in academic endeavors but also in your daily life and professional practice. Consequently, throughout this 12-week course, you will acquire theoretical knowledge and gain practical experience by applying that knowledge. Each weekly session will last three hours and will incorporate applied activities, group discussions, and work on sample research projects alongside theoretical instruction. Students will be responsible for completing theoretical readings and research, while class time will be dedicated to discussing and reinforcing this material. To derive the maximum benefit from this course, please attend every session, complete your readings on schedule, and participate actively in practical activities. Remember, mastering research methods will provide you with a significant advantage—not only in your academic studies but also in your professional career.
Objectives: This course aims to enable pre-service teachers to: (A1) understand the basic concepts of classroom management, the physical, social and psychological dimensions of the classroom, and the implications of learning theories and classroom management models for classroom management; (A2) gain the skills to create a positive classroom and learning climate through constructivist communication and interaction, motivation and instructional leadership; (A3) understand the principles of organizing the physical environment, daily plan, time, rules, procedures and routines according to the characteristics of the early childhood classroom; (A4) evaluate solutions to problem behaviours, inclusive classrooms with children with special needs and teacher–parent meetings through case studies.
Content: Basic concepts of classroom management; physical, social and psychological dimensions of the classroom; theories of education and learning and their implications for classroom management; constructivist classroom management; constructivist communication and interaction, positive classroom climate and motivation; planning physical environments; classroom management models; classroom rules, procedures and routines; managing instruction and the teacher as an instructional leader; effective planning; time management; approaches to discipline; problem behaviours and their management; classroom management in classrooms with children with special needs; teacher–parent collaboration and managing parent meetings.
Objectives: In this course, it is aimed for pre-school teaching students to create creative activities and to design activities that they can implement with children as a teacher, and in this way to learn to develop children’s creativity.
Content: Dear students, welcome to the Creativity in Early Childhood and Creative Children’s Activities course. Definition of creativity; Theories explaining creative thinking; dimensions of creativity; development of creativity in the child; the relationship between creativity and intelligence; fields of creativity and art; creative personality traits, factors affecting creativity, creative thinking approaches and techniques, creativity in training programs, evaluation of creativity; Planning, implementation and evaluation of creative activities constitute the topics of our course.
3.6. Alan Eğitimi Seçmeli 3 – seçilecek ders sayısı: 1
Objectives: No English description is available in the Information Package.
Content: No English description is available in the Information Package.
Objectives: The course aims to identify children at risk, examine risk and protective factors, and determine appropriate preventive measures.
Content: Characteristics of children at risk, individual, familial, and environmental factors that place children at risk, protective factors, and preventive and supportive approaches aimed at reducing risks.
3.6. Genel Kültür Seçmeli 2 – seçilecek ders sayısı: 1
Objectives: The specific objective is to introduce preschool educators to intelligence games that support children ` s linguistic and social development; to explore how these games are taught within educational settings; and to enhance the creative thinking, problem-solving, and programming skills of pre-service teachers.
Content: –
3.6. Meslek Bilgisi Seçmeli 4 – seçilecek ders sayısı: 1
Objectives: In the course; It is aimed to introduce the hospital environment, which is one of the working areas of preschool education teacher candidates, to facilitate the process of acclimatization of children to the hospital environment and to ensure that they have the competencies to carry out play and educational activities.
Content: Dear students, this course is for you to learn about the developmental characteristics of hospitalized children according to their age groups, their interests and needs, their mental states, the interaction between hospital staff, children and families. During the semester, you will learn about hospital preparatory education, diagnosis, treatment and preparation for surgery, preparing and implementing activity plans such as games, music, art, drama, math, stories, etc. for hospitalized children.
Objectives: The general aim of this course is to enable pre-service early childhood teachers to understand the concept of Web 2.0 and its place in education; to evaluate the suitability of current Web 2.0 tools used in gamification, digital storytelling, presentation/design, classroom management, coding and robotics for the age and developmental characteristics of preschool children; to relate these tools to activities in children ` s cognitive, language, social-emotional development and digital literacy; and to gain competence in planning and implementing tool-based activities in line with digital safety and ethical use principles.
Content: The concept of Web 2.0 and its place in education; technology use in education, digital literacy and classification of Web 2.0 tools; gamification and assessment tools (Wordwall), interactive learning and introductory coding tools (LearningApps, Code.org), digital storytelling and presentation tools (Story Jumper, Emaze), design, classroom management and coding tools (Canva, ClassDojo, Code Monkey Jr.), digital book and story creation tools (Book Creator, Story Book – Gemini), coding and robotics tools (robotics kit, Scratch Junior); integration of Web 2.0 tools into the classroom; applications supporting cognitive, language and social-emotional development and classroom management; coding, robotics and digital literacy; Web 2.0 tools in family involvement and communication; digital safety, ethical use and questioning whether a tool is truly necessary; preparing a Web 2.0 tool presentation and a preschool-level activity plan.
3.6. Meslek Bilgisi Seçmeli 5 – seçilecek ders sayısı: 1
Objectives: The general purpose of this course is to introduce the candidates to the curriculum and its sub-concepts, to ensure that they understand the program types and elements, and to help them become ready for implementation by supporting them in getting to know the curriculum implemented in our country.
Year 4
Semester 7
Objectives: No English description is available in the Information Package.
Content: No English description is available in the Information Package.
Objectives: The aim of this course is to help teacher candidates develop social sensitivity, awareness, and a sense of responsibility; to design projects addressing community needs in collaboration with different institutions and organizations; to implement these projects; and to document and present the project processes.
Content: General information about the course and the scope of community service practices; examples of community service projects; institutions and organizations that can be collaborated with; identification of community needs and target groups; determination of the project topic, purpose, and objectives; the project development and planning process; conducting research related to the project topic; development of an implementation schedule; preparation, revision, and submission of the project proposal; implementation of the project; monitoring and evaluation of the implementation process; preparation of the project report; and presentation of the project.
Objectives: The main objective of this course is to enable students to explain the basic concepts of measurement and evaluation, to comprehend and apply the features that should be found in measurement tools, to make basic statistical analysis on test scores, to acquire knowledge and skills about traditional / alternative measurement techniques and their applications.
Content: The place and importance of measurement and evaluation in education; basic concepts; types of evaluation by criterion and purpose; correlation; measurement errors; reliability and factors affecting reliability; validity, the validity-reliability relationship and usability; the test development process and types of tests; tests used in education; complementary assessment approaches; item and test statistics.
Objectives: The aim of this course is to enable prospective preschool teachers to comprehend—from a holistic perspective—the fundamental concepts, theoretical approaches, and developmental processes regarding social skills; to explain the development of social skills during early childhood and the individual and environmental factors influencing this development; and to analyze the sub-domains of social skills, prosocial behaviors, and processes associated with social skills such as emotional competence, self-regulation, empathy, mindfulness, peer relationships, friendship, conflict, and social problem-solving. Furthermore, the course aims to equip prospective teachers with the ability to identify children ` s social skill needs and challenges using appropriate assessment methods; to effectively employ teaching methods and techniques used to support social skills; and to plan, implement, and evaluate social skill training processes tailored to diverse developmental characteristics and needs. The course also targets enabling prospective teachers to apply the theoretical knowledge they have acquired to early childhood education settings, inclusive education practices, and the current preschool education curriculum.
Content: This course covers the definition, scope, key characteristics, and theoretical foundations of social skills, as well as their development during early childhood; emotional competence, self-regulation, mindfulness, prosocial behaviors, empathy, peer relationships, friendship, conflict, and social problem-solving processes; factors influencing social skills, social skill difficulties, assessment and teaching methods, social skill training programs, and inclusive education practices.
Objectives: This course aims to examine communication in early childhood within both theoretical and practical contexts. Students evaluate methods of establishing effective communication with children, considering the influence of environmental factors such as family, teachers, and media. Grounded in communication theories, the course seeks to analyze and enhance the quality of communication with children by utilizing observation, case studies, storybooks, and visual media.
Content: This course aims to examine communication in early childhood within both theoretical and practical contexts. Students evaluate methods of establishing effective communication with children, considering the influence of environmental factors such as family, teachers, and media. Grounded in communication theories, the course seeks to analyze and enhance the quality of communication with children by utilizing observation, case studies, storybooks, and visual media.
4.7. Alan Eğitimi Seçmeli 4 – seçilecek ders sayısı: 1
Objectives: The aim of this course is to enable pre-service teachers to comprehensively examine the origins, philosophical and theoretical foundations, perspectives on children and learning, teacher roles, organization of learning environments, teaching and learning processes, relationships with families and communities, and assessment approaches of different approaches and models developed in early childhood education from past to present. The course aims not only to help pre-service teachers become familiar with the fundamental characteristics of different approaches and models, but also to enable them to analyze the underlying conceptions of children, learning, and education; compare the similarities and differences among these approaches; critically evaluate their practices; and interpret the knowledge gained from different approaches within the context of early childhood education in Türkiye.
Content: The course covers the concepts of approaches, models, and programs in early childhood education; the historical and theoretical foundations of early childhood education approaches; and various approaches and models, particularly Montessori, Reggio Emilia, HighScope, Waldorf/Steiner, and the Project Approach. These approaches are examined in terms of the image of the child, conceptions of learning, the role of the teacher, learning environments, materials, daily routines, planning, family and community involvement, assessment, and documentation. The course also addresses nature-based early childhood education and contemporary international examples of early childhood education, while discussing the relationship between different approaches and models and the preschool education context in Türkiye.
Objectives: The aim of this course is to enable pre-service teachers to understand the basic concepts and theories of motor development in early childhood; to explain the characteristics of the reflexive, rudimentary and fundamental movement phases; to introduce motor development tests; to explain play theories, play classifications and the effects of play on developmental domains; and to gain the ability to plan and implement age-appropriate movement activities and games.
Content: Motor development in children and its characteristics; principles and domains of development; factors affecting motor development; developmental theories and Gallahue’s Motor Development Model; reflexive, rudimentary and fundamental movement phases; fundamental movement skills (locomotor, stability, object control) and their developmental sequence; motor development assessment tests; the relationship between play and movement, play theories and classifications; effects of play on developmental domains; outdoor play areas; planning learning environments for movement development; planning, implementing and evaluating movement activities in line with the early childhood education program.
4.7. Genel Kültür Seçmeli 3 – seçilecek ders sayısı: 1
Objectives: The aim is to enable students to gain knowledge and awareness on human rights, children ` s rights, democratic participation, peace education, and citizenship issues by addressing the fundamental concepts, historical development, and current dimensions of human rights and democracy education; and to be able to evaluate democratic processes in the family, school, and society.
Content: The concept and historical development of human rights; types of human rights; understanding of democracy, principles, approaches and human rights; democratic education and democratic education; family and democracy education; education as a human right; preschool education and democracy education; primary education curriculum and democracy education; democracy education in secondary education; higher education and democracy education; democratic school and classroom environment.
4.7. Meslek Bilgisi Seçmeli 6 – seçilecek ders sayısı: 1
Objectives: This course aims to enable pre-service teachers to: (A1) conceptually ground the distinctions between morality (value judgements and norms), professional codes of ethics and philosophical ethics; (A2) use the concepts of value, evaluation, value judgement and ethical principle on cases from preschool education; (A3) develop the habit of examining the principles of teaching professional ethics and children ` s rights in terms of the ethical principles on which they are based; (A4) analyze, with justification, ethical problems encountered in relations with children, families, colleagues and school administration and in the use of digital technologies.
Content: Ethics, morality and everyday judgements; basic ethical theories (utilitarianism, deontology, virtue ethics); the difference between ethics and law; value, principle, rule and standard; ethical dilemmas and ethical decision-making; causes and justifications of unethical behaviour; profession, professional ethics and ethical responsibility in teaching; principles of teaching professional ethics; moralities, professional codes of ethics and philosophical ethics; value, evaluation and valuing; ethical values and human dignity; human rights, children ` s rights and the right to education; ethics education of children; artificial intelligence ethics and children ` s data; analysis of ethical cases from preschool education.
Objectives: The aim of this course is to enable prospective preschool teachers to comprehend—from a holistic perspective—the fundamental concepts, theoretical approaches, and developmental processes regarding social skills; to explain the development of social skills during early childhood and the individual and environmental factors influencing this development; and to analyze the sub-domains of social skills, prosocial behaviors, and processes associated with social skills such as emotional competence, self-regulation, empathy, mindfulness, peer relationships, friendship, conflict, and social problem-solving. Furthermore, the course aims to equip prospective teachers with the ability to identify children ` s social skill needs and challenges using appropriate assessment methods; to effectively employ teaching methods and techniques used to support social skills; and to plan, implement, and evaluate social skill training processes tailored to diverse developmental characteristics and needs. The course also targets enabling prospective teachers to apply the theoretical knowledge they have acquired to early childhood education settings, inclusive education practices, and the current preschool education curriculum.
Content: This course covers the definition, scope, key characteristics, and theoretical foundations of social skills, as well as their development during early childhood; emotional competence, self-regulation, mindfulness, prosocial behaviors, empathy, peer relationships, friendship, conflict, and social problem-solving processes; factors influencing social skills, social skill difficulties, assessment and teaching methods, social skill training programs, and inclusive education practices.
7. YY Üniversite Geneli Serbest Seçmeli Dersler – seçilecek ders sayısı: 1
Semester 8
Objectives: This course aims for teacher candidates to: become familiar with the operation of early childhood education institutions, the classroom learning environment, and children through systematic observation and recording tools; acquire skills in preparing daily plans, activities, and materials based on the mentor teacher ` s monthly educational plan using the components of the MEB (2026) curriculum; implement planned activities under the supervision of the mentor teacher with gradually increasing responsibility and manage the classroom with a child-centered approach; and develop as reflective practitioners by evaluating their practices across the dimensions of the child, curriculum, and teacher, while acting in accordance with children ` s rights and professional ethics.
Content: This course addresses making observations on field-specific teaching methods and techniques in line with the “Teaching Practice 1” course description in the Council of Higher Education ` s Undergraduate Program in Early Childhood Education (YÖK, 2018); conducting individual and group teaching practices; developing field-specific activities and materials; and preparing instructional environments, managing the classroom, and performing assessment, evaluation, and reflection. The course is conducted as 2 hours of theoretical class per week at the faculty and 6 hours of practicum in an early childhood education institution affiliated with the Ministry of National Education; the practicum lasts 12 weeks.
Objectives: To learn the concepts, functioning, procedures, methods, methods, processes and contents related to the Turkish education system and school management.
Content: The formation of education systems and the structure of the Turkish education system; basic laws regulating the Turkish education system; central, provincial and foreign organization of the Ministry of National Education; education levels in the Turkish education system; manpower, physical, technological and financial resources in the Turkish education system; reform and innovation initiatives in the Turkish education system; organization-management theories and processes; school as a social system and organization; management of human resources; student personnel affairs; affairs related to education and training; affairs related to school management; school, environment, society and family relations; current discussions and trends related to the Turkish education system and school.
Objectives: The aim of this course is to promote an understanding of psychological counseling and guidance services in education; the philosophy, objectives, principles, and program of the developmental counseling model; teachers ` roles in classroom guidance; the competencies developed through educational, career, personal, and social guidance; collaboration with parents and stakeholders outside the school community; and the preparation and implementation of psychological counseling and guidance plans and programs in classrooms.
Content: This course covers fundamental concepts of guidance, student personnel services, principles of guidance, the development of guidance, types of psychological counseling and guidance, techniques used in psychological counseling and guidance, organization and personnel, techniques for understanding and assessing individuals, collaboration between school counselors and teachers, and the roles and responsibilities of teachers and the school community.
Objectives: The general aim of this course is to provide prospective teachers with an overview of the place and importance of astronomy in science, the history of astronomy, the concept of scale in the universe, planetary science and the formation of the solar system, the structures of planets and other celestial bodies within the solar system, and the structure, formation and evolution of the Sun and stars through a comparative approach.
Content: Kepler’s laws and the structure of the solar system: Planets and their characteristics, satellites. The general structure of the universe: Galaxies, star formation, red giants, neutron stars, white dwarfs and black holes.
4.8. Alan Eğitimi Seçmeli 4 – seçilecek ders sayısı: 1
Objectives: It involves prospective teachers critically interpreting the impact of digitalization on early childhood; implementing practices related to modern learning solutions, healthy learning through making and design, STEM/STEAM, computational thinking, AI literacy, and planning within the framework of children ` s rights; and evaluating children ` s learning processes and their own pedagogical decisions by developing digital documentation and development tools.
Content: Dear prospective teacher, in your third-year course on Technology-Supported Education in Early Childhood, you examined the role of technology in learning, evaluated tools, theoretical approaches, and developmental appropriateness, and observed real classrooms through the lens of a researcher. In this course, you will take a step further: you will design learning environments that incorporate technology and focus on learning *about* technology, implement them with children, document the processes, and refine them based on evidence. For the child, technology should not merely be a tool for watching and practicing; it should offer opportunities for inquiry, design, creation, expression, and collaborative thinking.
4.8. Genel Kültür Seçmeli 4 – seçilecek ders sayısı: 1
Objectives: This course aims to enable pre-service teachers to: (A1) understand types of knowledge, the characteristics of scientific knowledge and the basic elements of the scientific method; (A2) follow, from a holistic perspective, the historical development of scientific explanations of the universe and humankind and of science and philosophy from the first civilizations to the present; (A3) critically discuss the impact of scientific revolutions on social transformation and the main approaches in the philosophy of science; (A4) develop the habit of approaching events from a scientific perspective and recognize the importance of this perspective in supporting children ` s curiosity in early childhood.
Content: Science, philosophy and the scientific method; types of knowledge and characteristics of scientific knowledge; the human story and science in Mesopotamia, Egypt, India and China; science and philosophy in Ancient Greece; science and philosophy in medieval Europe, scholastic philosophy and the Islamic cultural world; science and philosophy in the Renaissance, the Scientific Revolution and the Enlightenment; classification of the sciences and science in the 19th century; the Vienna Circle, Popper and falsifiability; Kuhn and paradigms; models of the universe, Earth ` s place in the universe, the cosmic calendar and evolution; relations between science, scientism, ideology, ethics and religion; the Frankfurt School and critiques of science in the 20th and 21st centuries; turning children ` s questions into scientific thinking in early childhood.
4.8. Meslek Bilgisi Seçmeli 7 – seçilecek ders sayısı: 1
Objectives: The general aim of this course is to provide pre-service teachers with knowledge about the place and importance of artificial intelligence technology in learning and teaching, to enable them to recognize applications with AI technology, and to develop their ability to design instruction in early childhood education by using AI technology in line with the needs and settings of learning and teaching.
Content: Artificial intelligence technology and its basic concepts; the place and importance of AI technology in education; the historical development of AI technology in education; AI-based applications used in education (creating learning content with chatbots, text-to-speech, text-to-image and text-to-video tools, feedback-help-support applications, AI-supported measurement and evaluation); using AI-based applications in early childhood education in line with the needs and settings of learning and teaching; preparing an e-portfolio of AI-supported instructional materials.
Previous Course Contents
Previous content – Year 1
| Semester I |
| Course Code and Title: | EMB001 – Introduction to Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Eğitim ve öğretimle ilgili temel kavramlar; eğitimin amaçları ve işlevleri; eğitimin diğer alanlarla ve bilimlerle ilişkisi; eğitimin hukuki, sosyal, kültürel, tarihî, politik, ekonomik, felsefi ve psikolojik temelleri; eğitim bilimlerinde yöntem; bir eğitim ve öğrenme ortamı olarak okul ve sınıf; öğretmenlik mesleği ve öğretmen yetiştirmede güncel gelişmeler; yirmi birinci yüzyılda eğitimle ilgili yönelimler. |
| Course Code and Title: | EGK001 – Principles of Atatürk and History of Turkish Revolution 1 |
|---|---|
| Credits / ECTS: | Theoretical 2 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 3 |
| Osmanlı Devleti’nin yıkılışını hazırlayan iç ve dış sebepler; XIX. Yüzyılda Osmanlı Devleti’nde yenilik hareketleri; Osmanlı Devleti’nin son dönemindeki fikir akımları; XX. Yüzyılın başında Osmanlı Devleti’nin siyasi ve askeri durumu; I. Dünya Savaşı ve Ermeni meselesi; Anadolu’nun işgali ve tepkiler; Mustafa Kemal Paşa’nın Samsun’a çıkışı ve faaliyetleri; kongreler dönemi ve teşkilatlanma; son Osmanlı Mebuslar Meclisi’nin açılışı ve Misak-ı Millî’nin kabulü; Millî Mücadeleye hazırlık ve bu hazırlığın maddi ve manevi temeller; TBMM’nin açılışı ve faaliyetleri; Sevr Antlaşması; Güney ve Doğu cephelerindeki mücadeleler; düzenli ordunun kuruluşu, Yunan taarruzu ve Batı cephesindeki savaşlar, Mudanya Mütarekesi’nin imzalanması, Lozan Konferansı’nın toplanması ve Barış Antlaşması’nın imzalanması. |
| Course Code and Title: | EMB004 – Philosophy of Education |
|---|---|
| Credits / ECTS: | Felsefenin temel konuları ve sorun alanları; varlık, bilgi, ahlak/değerler felsefesi ve eğitim; temel felsefi akımlar (idealizm, realizm, natüralizm, ampirizm, rasyonalizm, pragmatizm, varoluşçuluk, analitik felsefe) ve eğitim; eğitim felsefesi ve eğitim akımları: Daimicilik, esasicilik, ilerlemecilik, varoluşçu eğitim, eleştirel/radikal eğitim; İslam dünyasında ve Batıda bazı felsefecilerin (Platon, Aristoteles, Socrates, J. Dewey, İbn-i Sina, Farabi, J. J. Rousseau vd.) eğitim görüşleri; insan doğası, bireysel farklılıklar ve eğitim; bazı siyasi ve ekonomik ideolojiler açısından eğitim; Türkiye’de modernleşme sürecinde etkili olan düşünce akımları ve eğitim; Türk eğitim sisteminin felsefi temelleri. |
| Course Code and Title: | EGK003 – Foreign Language 1 |
|---|---|
| Credits / ECTS: | Theoretical 2 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 3 |
| Course Content: | Şimdiki zaman; geniş zaman; bu zamanlarda sözel, okuma, yazma ve dinleme becerileri; sözel beceriler (kendini tanıtma, bir şeyi/yeri tarif edebilme, yol tarifi verebilme, kişisel bilgilere yönelik soru ve cevap kalıpları); okuma becerileri (lokantada, otobüs-tren vb. ulaşım araçlarında, alış-veriş yerlerinde liste/etiket okuma, soru sorma vb.); yazma becerileri (kısa mesaj yazma, poster içeriği yazma, form doldurma); dinleme becerileri (yol tarifi, yer/kişi tarifi vb.). |
| Course Code and Title: | EGK009 – Turkish Language 1 |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Yazma becerisinin fiziksel ve zihinsel süreçleri; yazma ve bellek-söz varlığı ilişkisi; yazılı anlatımın aşamaları, cümle/paragraf/ metin düzeyinde anlatım; metinsellik ölçütlerinin (bağdaşıklık, tutarlılık vb.) oluşturulması; metin türleri, yazılı anlatım (tartışmacı, ikna edici, bilgilendirici, estetik yazma vb.); yazma yöntem ve teknikleri; süreç temelli, planlı yazma modelleri; noktalama ve yazım kurallarının öğretimi; yazma becerisine yönelik eğitim ortamları; yazma eğitiminde ölçme ve değerlendirme; bilgilendirici-açıklayıcı metin yazma; öyküleyici metin yazma; betimleyici metin yazma; tartışmacı ve ikna edici metin yazma ve yazma etkinlikleri tasarlama. Konuşma eğitimiyle ilgili temel bilgiler (temel kavramlar, tarihsel süreç vb.), konuşmanın fiziksel ve zihinsel unsurları; konuşma bellek-söz varlığı ilişkisi, eş zamanlı (duyusal bellek aracılığıyla) ve art zamanlı (anısal bellek aracılığıyla) düşünme; beden dili ve unsuları; konuşmada prozodik özelliklerin (vurgu, ton, ezgi vb.) üretilmesi; konuşma türleri, sözlü anlatım (tartışmacı/ikna edici, bilgilendirici, estetik konuşma vb.) ve karşılıklı konuşma; konuşma becerisine yönelik eğitim ortamları; konuşma yöntem ve teknikleri ve konuşma etkinlikleri tasarlama. |
| Course Code and Title: | EGK007 – Information Technologies |
|---|---|
| Credits / ECTS: | Theoretical 1 Hour / Week – Practice 2 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 4 |
| Course Content: | Bilişim teknolojileri ve bilgi-işlemsel düşünme; problem çözme kavramları ve yaklaşımları; algoritma ve akış şemaları; bilgisayar sistemleri; yazılım ve donanımla ilgili temel kavramlar; işletim sistemlerinin temelleri, güncel işletim sistemleri; dosya yönetimi; yardımcı programlar (üçüncü parti yazılımlar); kelime işlem programları; hesaplama/tablo/grafik programları; sunu programları; masaüstü yayıncılık; veri tabanı yönetim sistemleri; web tasarımı; eğitimde internet kullanımı; iletişim ve işbirliği teknolojileri; güvenli internet kullanımı; bilişim etiği ve telif hakları; bilgisayar ve internetin çocuklar/gençler üzerindeki etkileri. |
| Course Code and Title: | EEC101 – Introduction to Early Childhood Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Erken çocukluğun tanımı ve ilkeleri; erken çocukluk eğitiminde temel olan görüşler ve tarihsel gelişimi; Türkiye’de ve dünyada erken çocukluk eğitimi; çocuğun gelişimsel özellikleri ve gereksinimleri; okul öncesi öğretmeninin özellikleri, okul öncesi eğitim kurumlarının çeşitleri (anaokulu, kreş vb.), fiziksel, sosyal ve eğitsel ortam özellikleri; erken çocukluk eğitiminde ailenin rolü ve önemi, erken çocukluk eğitiminde teknoloji kullanımı. |
| Course Code and Title: | INT100 – Introduction to University Life |
|---|---|
| Credits / ECTS: | Theoretical 1 Hour / Week – Practice 0 Hours / Week – Credit (Classical): 1 / ECTS; ECTS: 1 |
| Course Content: | Üniversite Hayatına Giriş dersi, üniversite eğitimine başlayan öğrencilerimizin yeni eğitim ortamına uyum sağlamalarını amaçlayan bir dizi tanıtım, bilgilendirme seminerleri ve sosyal etkinliklerden oluşur. Eğitim-öğretim yılının ilk haftasında oryantasyon programı çerçevesinde düzenlenen bu ders kapsamında üniversite ortamını, öğrenim göreceğiniz bölümü, üniversitenin sunduğu olanakları, Gaziantep şehrinin kültürel değerlerini tanıyacak ve ilginizi çeken etkinliklere ve seminerlere katılarak üniversiteye ilk adımı atmış olacaksınız. |
| Semester II |
| Course Code and Title: | EMB003 – Educational Psychology |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Psikolojinin ve eğitim psikolojisinin temel kavramları; eğitim psikolojisinde araştırma yöntemleri; gelişim kuramları, gelişim alanları ve gelişim süreçleri; gelişimde bireysel farklılıklar; öğrenmeyle ilgili temel kavramlar; öğrenmeyi etkileyen faktörler; eğitim-öğrenme süreçleri çerçevesinde öğrenme kuramları; öğrenme sürecinde motivasyon. |
| Course Code and Title: | EGK002 – Principles of Atatürk and History of Turkish Revolution 2 |
|---|---|
| Credits / ECTS: | Theoretical 2 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 3 |
| Course Content: | Siyasi alanda yapılan devrimler, siyasi partiler ve çok partili siyasi hayata geçiş denemeleri, hukuk alanında yapılan devrimler, toplumsal yaşayışın düzenlenmesi, ekonomik alanda yapılan yenilikler. 1923-1938 Döneminde Türk dış politikası, Atatürk sonrası Türk dış politikası, Türk Devriminin İlkeleri: (Cumhuriyetçilik, Halkçılık, Laiklik, Devrimcilik, Devletçilik, Milliyetçilik). Bütünleyici ilkeler. |
| Course Code and Title: | EGK004 – Foreign Language 2 |
|---|---|
| Credits / ECTS: | Theoretical 2 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 3 |
| Course Content: | Geçmiş zaman; gelecek zaman; kipler (can, could, may, must vb.); bu zamanlarda ve kiplerde konuşma, okuma, yazma ve dinleme becerileri; sözel beceriler (lokanta ve restoranlarda soru sorma, yemek siparişi verme vb.); okuma becerileri (internet hava durumu raporları, yemek tarifi, afiş/poster metinleri vb.); yazma becerileri (kısa mesaj yazma, yazılı yol tarifi verebilme, e-posta/davetiye yazma vb.); dinleme becerileri (hava durumu raporu, yemek tarifi vb.). |
| Course Code and Title: | EGK010 – Turkish Language 2 |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 5 |
| Course Content: | Akademik dil, üslup ve yazının özellikleri; akademik yazılarda tanım, kavram ve terimlerden yararlanma; nesnel ve öznel anlatım; akademik metinlerin yapısı ve türleri (makale, rapor ve bilimsel özet vb.); iddia, önerme yazma (bir düşünceyi doğrulama, savunma ya da karşı çıkma); bilimsel raporların ve makalelerin biçimsel özellikleri; rapor yazmanın basamakları; açıklama, tartışma, metinler arası ilişki kurma, kaynak gösterme (atıf yapma ve dipnot gösterme, kaynakça oluşturma); akademik yazım süreci; başlık yazma, özetleme, anahtar kelime yazma; bilimsel yazılarda dikkat edilecek etik ilkeler; akademik metin yazma uygulamaları; akademik yazmada özgünlük, etik kurallar; akademik okuma; kütüphane kullanma; veri tabanı kullanma; kaynakları değerlendirme; basılı olmayan kaynakları araştırma yöntemleri; ilgili teknolojileri kullanarak sunum hazırlama becerileri. |
| Course Code and Title: | EEC102 – Recognizing and Observing Preschool Education Institutions |
|---|---|
| Credits / ECTS: | Theoretical 1 Hour / Week – Practice 4 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 7 |
| Course Content: | Okul öncesi eğitim kurumlarınız fiziksel alanları (iç ve dış mekânalar), çalışan personellerin görev ve sorumluluklarını, kurum içi ve dışı ilişkileri, sınıf içi ilişkileri ve etkileşimleri, eğitim programı ve uygulamalarını tanıma ve gözlem yapma, farklı kurumları tanıma ve gözlemleme, gözlemlerini yorumlama ve raporlama. |
| Course Code and Title: | EEC103 Maternal and Child Health and First Aid |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Çocuk sağlığının tanımı; ülkemizde ve dünyada çocuk sağlığının durumu; anne karnında çocuk gelişimi; hamilelikte geçirilebilecek hastalık ve kazaların çocuğun gelişimine etkileri; 0-8 yaş çocuklarının fiziksel gelişimi (diş, boy, kilo) ve takibi, 0-8 yaş çocuklarında görülen çocuk hastalıkları (ishal ve solunum yolu enfeksiyonları, bağışıklama ve döküntülü hastalıklar, paraziter enfeksiyonlar vb. ); aşılar; kadının yaşam dönemlerine göre sağlık sorunları; aile planlaması; kırık-çıkık, yanma, yaralanma, böcek sokması, zehirlenme, yabancı cisim yutma vb. durumlarda öğretmenin yapması gereken ilk yardım. |
Previous content – Year 2
| Semester III |
| Course Code and Title: | EMB006 – Principles and Methods of Teaching |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Öğretim ilke ve yöntemleriyle ilgili temel kavramlar; öğretim-öğrenme ilkeleri, modelleri, stratejileri, yöntemleri ve teknikleri; öğretimde hedef ve amaç belirleme; öğretim ve öğrenmede içerik seçimi ve düzenlemesi; öğretim materyalleri; öğretimin planlanması ve öğretim planları; öğretimle ilgili kuram ve yaklaşımlar; etkili okulda öğretim, öğrenme ve öğrenmede başarı, teknolojinin öğretme öğrenme sürecine etkileri. |
| Course Code and Title: | EEC209 – Development and Education in Infancy |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 5 |
| Course Content: | Gelişimin temel kavramları ve ilkeleri; doğum öncesi ve doğum sonrası özellikleri; yeni doğan (sağlık, bakım, beslenme); bebeğin gelişiminde sağlık, bakım ve beslenmenin önemi; 0-36 ay çocuğunun gelişim alanları (motor, bilişsel, dil, sosyal-duygusal) ve özellikleriyle özbakım becerileri; 0-36 aylık çocuklar için okul öncesi eğitim programının temel özellikleri, ilkeleri, göstergeleri, ortam özellikleri, etkinlikleri, eğitimin planlanması (aylık eğitim planı, günlük eğitim akışı ve etkinlik planı), uygulanması ve değerlendirilmesi, 0-36 ayda teknolojinin etkileri ve etkin ve öğretimsel amaçlı kullanılması. |
| Course Code and Title: | EEC203 – Mathematics Education in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Erken çocukluk döneminde matematiğin tanımı ve önemi, matematik eğitiminde ilke ve standartlar; matematik kavramlarını ve bilimsel düşünme becerilerini öğretme teknikleri ve yöntemleri; matematik eğitimi ve oyun; matematik programları (Building Blocks, STEM, GEMS (Great Explanation in Math and Science, Big Maths for Little Kids); temel matematiksel kavramlarının kazanılması, problem çözme, eşleştirme-karşılaştırma-sınıflandırma-sıralama-örüntü oluşturma, sayılar ve sayma, sayı kavramının öğretim aşamaları, semboller, işlemler, geometri, mekanda konum, ölçme, veri analiz-grafik/olasılık; matematik etkinlikleri planlama ve uygulama. |
| Course Code and Title: | EEC206 – Play and Development in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Erken çocukluk döneminde oyunun eğitsel ve gelişimsel değerleri; oyunu, çocuğu tanıma ve değerlendirmede ve etkili bir öğretim yöntemi olarak kullanma; oyunun tanımı, önemi, gelişimi, toplumsal rolü, oyun kuramları, oyunu etkileyen faktörler, oyunu destekleme, oyun etkinlikleri planlama ve uygulama. |
| Course Code and Title: | EEC207 – Child Mental Health |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Ruh sağlığının tanımı, önemi; ruh sağlığının tarihsel gelişimi; ruh sağlığı ile ilgili kuramlar; ruh sağlığı yerinde olan ve olmayan bireylerin özellikleri; çocuklarda görülen davranış ve uyum problemlerinin [kekemelik, konuşamamak (mutizm), alt ıslatma (enürezis), dışkı kaçırma (enkoprezis), parmak emme, tırnak yeme, saldırganlık, kıskançlık, tikler, inatçılık, uyku bozuklukları, beslenme alışkanlığı bozukluğu, korku, dikkat eksikliği ve hiperaktivite, okul korkusu, hırsızlık, yalan söyleme] tanısı ve tedavisi; aile içindeki özel durumların (boşanma, üvey anne-baba, ebeveynin ölümü vb.), teknoloji ve teknoloji bağımlılığı çocuğun ruh sağlığına etkileri. |
| Course Code and Title: | EEC205 – Preschool Education Programs |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Eğitim programının önemi, ilkeleri ve ögeleri; Türkiye’de uygulanan okul öncesi eğitim programlarının tarihsel gelişim süreci; Türkiye’de uygulanan 3-6 yaş okul öncesi eğitim programının temel özellikleri, ilkeleri, kazanımlar, göstergeler, ortam özellikleri, etkinlikler, programda kullanılacak formlar, planlama (aylık eğitim planı, günlük eğitim akışı ve etkinlik planı), uygulama ve değerlendirme; okul öncesi eğitim programı ile ilgili sınıf içi uygulamalı çalışmalar, bilgi ve iletişim teknolojilerinin eğitim programına entegre etme. |
| Semester IV |
| Course Code and Title: | EEC210 – Children’s Literature |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Dünyada ve Türkiye’de çocuk edebiyatının gelişimi; çocukluk evresinde, nitelikli çocuk kitaplarıyla tanışmanın önemi ve okuma kültürü edinmiş düşünen, duyarlı bireylerin yetiştirilmesinde çocuk edebiyatı eserlerinin işlevi; çocuk edebiyatı yapıtlarında bulunması gereken özelliklerin (tasarım, içerik ve eğitsel) örneklerle incelenmesi; niteliksiz çocuk kitaplarının örneklerle gösterilmesi ve bunların çocukların gelişim özellikleri üzerindeki olumsuz etkilerinin tartışılması; öğretmen adaylarının, okuduğu-incelediği kitapların yaş gruplarına göre çocuklara uygunluğunun ve bunların çocukların hangi gelişimlerine katkı sağlayacağının belirlenmesine yönelik çalışmalar; çocuklara seslenen çeşitli edebi yazınsal türlerin (destan, masal, şiir, öykü, roman, vb.) ve dilsel gereçlerin (sayışmaca, tekerleme, bilmece vb.) çocukların gelişimlerine olan katkılarının belirlenmesi, çocuk kitapları ve teknoloji, teknoloji destekli uygulamalar. |
| Course Code and Title: | EEC202 – Development in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 5 |
| Course Content: | 36-72 aylık çocukların fiziksel, motor, bilişsel, dil, sosyal-duygusal, kişilik gelişimi, ahlak gelişimi ve cinsel gelişim alanları ile ilgili temel kavramlar; ilgili gelişim kuramları; gelişim alanlarını etkileyen faktörler; gelişim özellikleri; gelişim alanlarının ilişkisi, 36-72 aylık çocukların eğitiminde teknoloji kullanımı, teknolojinin çocukların gelişimine etkisi. |
| Course Code and Title: | EEC201 – Science Education in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Erken çocukluk döneminde fen eğitiminin tanımı ve önemi; fen eğitiminde ilke ve standartlar; bilimsel süreç becerileri; bilimin doğası, fen eğitimi kavramlarını ve bilimsel düşünme becerilerini öğretme teknikleri ve yöntemleri; fen eğitiminde öğrenme merkezleri düzenlenmesi; erken çocukluk eğitiminde kullanılan fen programları (Wings of Discovery, Tool Kit for early childhood science education, Eller Hamurda); temel fen eğitimi kavramlarının kazanılması; fen etkinlikleri planlama ve uygulama. |
| Course Code and Title: | EEC204 – Music Education in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 5 |
| Course Content: | Okul öncesi eğitimde müziğin önemi, müzik ve eğitim ilişkisi; 0-8 yaş çocuğunun müzik gelişimi ve müzikal becerileri; okul öncesi eğitim programındaki hedeflere ulaşmada müziğin kullanımı ve buna uygun repertuar oluşturma; çocuk şarkılarının tanıtımı ve analizi, çocuk şarkılarının seçiminde dikkat edilecek ölçütler; okul öncesi çocuklarına şarkı öğretme teknikleri; okul öncesi eğitim kurumlarında müzik eğitimi ile ilgili eğitim ortamı ve donanımın oluşturulması; müzik etkinlikleriyle bütünleştirilmiş sarmal eğitim modeli. |
| Course Code and Title: | EMB017 – Special Teaching Methods |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Okul öncesi eğitim programında kazanım ve göstergeler, etkinliklerinin planlanması, yarım günlük ve tam günlük eğitim akışı planlarının hazırlanması; eğitim programlarının değerlendirilmesi, okul öncesinde eğitim ortamları, materyal kullanımı, okul öncesi eğitimde kullanılabilecek öğretim yöntemleri, aile katılımı, okul öncesi eğitim ortamlarının incelenmesi, okul öncesi eğitimde kullanılabilecek öğretim yöntemlerinin belirlenmesi(drama, oyun, şarkı, örnek olay, gösteri, gezi-gözlem, hikaye, soru-cevap, tartışma, proje), materyallerin hazırlanması, daha önce hazırlanmış öğretim uygulamalarının izlenmesi, mikro öğretim uygulamaları. |
| Course Code and Title: | EEC208 – Drama in Early Childhood Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Drama ve yaratıcı dramanın temel kavramları (drama, yaratıcılık, yaratıcı drama, oyun ve tiyatro pedagojisi, iletişim-etkileşim, rol oynama, doğaçlama, eylem, dramatik oyun, çocuk tiyatrosu, kukla, pandomim vb.); yaratıcı dramanın aşamaları, boyutları ve öğeleri; rol oynama ve doğaçlama; yaratıcı dramanın tarihçesi; toplumsal olaylar ve yaratıcı drama ilişkisi; eğitimde dramanın uygulama basamakları; eğitimde dramada yararlanılabilecek kaynaklar; yaratıcı drama ders planının hazırlanması ve uygulanması; dramanın bireysel ve sosyal gelişime katkısı. |
Previous content – Year 3
| Semester V |
| Course Code and Title: | EEC301 – Art Education in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 5 |
| Course Content: | Sanatın tanımı ve işlevi; sanat eğitimi tarihi; çağdaş eğitimde sanat eğitiminin yeri ve önemi; bir sanat eserini tanıyabilme ve değerlendirebilme; erken çocukluk döneminde yaratıcılık ve sanat eğitiminin tanımı ve önemi; gelişim evrelerine göre çocuk resmi ve özellikleri; okul öncesinde sanat eğitimi yöntem ve teknikleri, kullanılan malzemeler; müzede sanat eğitimi; erken çocukluk döneminde yaratıcılık ve sanat eğitimi ile ilgili kuram ve uygulamalar; çocukların yaratıcı ifade becerilerini ve estetik farkındalıklarını destekleyen programların hazırlanması ve uygulanması. |
| Course Code and Title: | EEC303 – Getting to Know and Assessing the Child |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 5 |
| Course Content: | Çocuğu tanımanın ve değerlendirmenin amacı ve önemi; okul öncesi eğitim kurumlarında kullanılan çocuk tanıma formlarını inceleme ve hazırlama, formal değerlendirme-standardize testler (Boehm, GEÇDA, Denver vb. vb. gelişim testleri, projektif testler ve zeka testleri), informal değerlendirme (performansa yönelik değerlendirme, otantik değerlendirme, dinamik değerlendirme), gözlem ve gözlem çeşitleri (gelişigüzel gözlem ve sistemli gözlem), gözleme dayalı teknikler (anekdot kayıt, olay örneklemi, zaman örneklemi, denetim listeleri, derecelendirme ölçekleri, rubrikler), oyun temelli değerlendirme, resim yoluyla değerlendirme, sosyometri, portfolyo değerlendirmesi, pedagojik dokümantasyon, aile ile işbirliğinde kullanılan teknikler (anket, görüşme, ev ziyaretleri), çocukla ilgili bilgileri raporlaştırma. |
| Course Code and Title: | EEC302- Technology-Supported Education in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 5 |
| Course Content: | Teknoloji; temel kavramlar, eğitim, öğrenme, öğrenme, teknoloji, eğitim teknolojisi, teknolojinin gelişim süreci, eğitimde teknolojinin kullanımı, Erken çocukluk döneminde BİT entegrasyonu; dünyada ve Türkiye’de entegrasyonu, entegrasyon sürecinde okul, aile ve öğretmen, 21. yüzyıl beceri olarak teknoloji ve yeni okuryazarlık; bilgi okuryazarlığı, bilgisayar okuryazarlığı, dijital okuryazarlık, eleştirel okuryazarlık, eleştirel dijital okuryazarlık, görsel okuryazarlık, medya okuryazarlığı, teknoloji okuryazarlığı, Erken Çocukluk Döneminde Teknoloji; Gerekliliği, Önemi, Gelişime etkileri, Riskler, çocuk hakları, Erken çocuklukta teknolojik uygulamalar; televizyon, bilgisayar ve tabletler, mobil uygulamalar, mobil teknolojiler, akıllı telefonlar, çocuklu dokunmatik masalar, arttırılmış gerçeklik, teknolojik uygulamaları inceleme , analiz etme ve değerlendirme. |
| Course Code and Title: | EMB013 – Special Education and Inclusion |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Özel eğitimle ilgili temel kavramlar; özel eğitimin ilkeleri ve tarihsel gelişimi; özel eğitimle ilgili yasal düzenlemeler; özel eğitimde tanı ve değerlendirme; öğretimin bireyselleştirilmesi; kaynaştırma ve destek özel eğitim hizmetleri; ailenin eğitime katılımı ve aileyle işbirliği; farklı yetersizlik ve yetenek gruplarının özellikleri; farklı gruplara yönelik eğitim yaklaşımları ve öğretim stratejileri; sınıf yönetiminde etkili stratejiler ve davranış yönetimi. |
| Course Code and Title: | EMB010 – Project Preparation in Education |
|---|---|
| Credits / ECTS: | Theoretical 1 Hour / Week – Practice 2 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 4 |
| Course Content: | Proje kavramı ve proje türleri; öğretim programları ve proje tabanlı öğrenme; okullarda proje programları (TÜBİTAK, AB ve diğerleri); proje için konu seçimi; literatür taraması; projede mantıksal çerçeve; projenin planlanması ve yönetimi; projede bilimsel yöntemin uygulanması; proje raporu hazırlama ve geliştirme; proje raporunu sonuçlandırma; proje değerlendirme ve iyi örneklerin incelenmesi; proje sunumları, poster ve broşür tasarlama teknikleri. |
| Semester VI |
| Course Code and Title: | EMB015 – Classroom Management in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Sınıf yönetimiyle ilgili temel kavramlar; geleneksel ve çağdaş sınıf yönetimi yaklaşımları, sınıf yönetimi modelleri, eğitim ortamının düzenlenmesi, çocuğu etkileyen sosyal ve psikolojik faktörler, çocuklarla olumlu ilişki kurma, önleyici öğretim (geçişler, günlük akış, sınıf kuralları, gevşeme egzersizleri vb), dikkat, cesaretlendirme ve övgü kullanımı, özendiriciler yoluyla çocukları motive etme, istenen davranışı destekleme stratejileri, istenmeyen davranışı azaltma yolları, mantıki ve doğal sonuçlar, olumsuz sonuçları uygulama (mola vb), sınıf yönetimiyle ilgili örnek olaylar. |
| Course Code and Title: | EEC305 – Family Education and Participation |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Aile eğitimi ile ilgili temel kavramlar; aile eğitiminin önemi, hedefleri, ilkeleri; aile eğitimi modelleri; aile kuramları (Aile Sistem Kuramları, Sosyal İlişki Kuramı, Biyoekolojik Kuram, Yapısal İşlevsel Kuram); Türkiye’de ve diğer ülkelerde aile eğitimi uygulamaları; aile eğitim çalışmalarını planlama, uygulama ve değerlendirme; aile eğitiminde kullanılan yöntem ve teknikler; aile katılım çalışmaları (aile iletişim etkinlikleri, ailenin eğitim etkinliklerine katılımı, bireysel görüşmeler, ev ziyaretleri); 0-36 ay Çocukları İçin Eğitim Programı ile Bütünleştirilmiş Aile Destek Eğitim Rehberi (EBADER) ve Okul Öncesi eğitim programı ile Bütünleştirilmiş Aile Destek Eğitim Rehberi’nin (OBADER) incelenmesi. |
| Course Code and Title: | EEC306 – Early Literacy Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Okula hazırbulunuşluğun tanımı ve hazırbulunuşluğu etkileyen faktörler; ilkokula hazırlığın boyutları (fiziksel, sosyal, duygusal, bilişsel, dil, öz bakım becerileri), okula hazırbulunuşluk yeterliliklerinin kazandırılmasına yönelik etkinlikler hazırlama; okul öncesi eğitimde okuma yazmaya hazırlık çalışmalarının önemi, temel kavramlar, okuma yazma yaklaşımları, okuma kazanımını etkileyen etmenler, okuma yazma becerilerinin gelişimi, erken okuryazarlık, okuma becerileri ve alt alanları; alfabe bilgisi (alfabe öncesi aşama, logografik düzeyi, kısmi alfabe aşaması/yarı fonetik düzey, tam alfabe aşaması, birleştirilmiş alfabe aşaması/telaffuz), fonolojik süreç becerileri (ses farkındalığı, ses hafızası, ses kullanımı), sözel dil becerileri ve sözcük bilgisi gelişimi; yazmaya hazırlık (yazı farkındalığı), okul öncesi eğitim programına uygun okuma yazmaya hazırlık etkinlikleri planlama, uygulama ve değerlendirme, erken okuryazarlıkta teknoloji destekli eğitim, erken okuryazarlık becerilerini kazandırmada teknoloji kullanımı. |
| Course Code and Title: | EMB008 – Research Methods in Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 3 |
| Course Content: | Araştırma yöntemleriyle ilgili temel kavramlar ve ilkeler; araştırma süreci (sorunu fark etme, problemi ve örneklemi belirleme, veri toplama ve analizi, sonuçları yorumlama); veri toplama araçlarının genel özellikleri; verilerin analizi ve değerlendirilmesi; makale, tez ve veri tabanlarına erişim; araştırma modelleri ve türleri; bilimsel araştırmalarda temel paradigmalar; nicel ve nitel araştırma desenleri; nitel araştırmada örneklem, veri toplama, verilerin analizi; nitel araştırmada geçerlik ve güvenlik; makale ya da tez inceleme, değerlendirme ve sunma; araştırma ilkelerine ve etiğine uygun araştırma raporu hazırlama; eğitimde aksiyon (eylem) araştırması. |
Previous content – Year 4
| Semester VII |
| Course Code and Title: | EEC401 – Teaching Practice 1 |
|---|---|
| Credits / ECTS: | Theoretical 2 Hours / Week – Practice 6 Hours / Week – Credit (Classical): 8 / ECTS; ECTS: 16 |
| Course Content: | Alana özgü öğretim yöntem ve teknikleriyle ilgili gözlemler yapma; alana özgü özel öğretim yöntem ve tekniklerinin kullanıldığı bireysel ve grupla mikro-öğretim uygulamaları yapma; alana özgü etkinlik ve materyal geliştirme; öğretim ortamlarını hazırlama, sınıfı yönetme, ölçme, değerlendirme ve yansıtma yapma. |
| Course Code and Title: | EMB011 – Assessment and Evaluation in Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Eğitimde ölçme ve değerlendirmenin yeri ve önemi; ölçme ve değerlendirmeyle ilgili temel kavramlar; ölçme araçlarının psikometrik (geçerlik, güvenirlik, kullanışlılık) özellikleri; başarı testleri geliştirme ve uygulama; test sonuçlarının yorumlanması ve geri bildirim verme; test ve madde puanlarının analizi; değerlendirme ve not verme. |
| Course Code and Title: | EGK008 – Community Service Practices |
|---|---|
| Credits / ECTS: | Theoretical 1 Hour / Week – Practice 2 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 3 |
| Course Content: | Toplum, topluma hizmet uygulamaları ve sosyal sorumluluk kavramları; toplumsal ve kültürel değerler yönünden sosyal sorumluluk projeleri; güncel toplumsal sorunları belirleme; belirlenen toplumsal sorunların çözümüne yönelik projeler hazırlama; bireysel ve grup olarak sosyal sorumluluk projelerinde gönüllü olarak yer alma; çeşitli kurum ve kuruluşlarda sosyal sorumluluk projelerine katılma; panel, konferans, kongre, sempozyum gibi bilimsel etkinliklere izleyici, konuşmacı ya da düzenleyici olarak katılma; sosyal sorumluluk projelerinin sonuçlarını değerlendirme. |
| Semester VIII |
| Course Code and Title: | EEC403 – Teaching Practice 2 |
|---|---|
| Credits / ECTS: | Theoretical 2 Hours / Week – Practice 6 Hours / Week – Credit (Classical): 8 / ECTS; ECTS: 16 |
| Course Content: | Alana özgü özel öğretim yöntem ve teknikleriyle ilgili gözlem yapma; alana özgü özel öğretim yöntem ve tekniklerini kullanarak mikro-öğretim uygulamaları yapma; bir dersi bağımsız bir şekilde planlayabilme; dersle ilgili etkinlik ve materyal geliştirme; öğretim ortamlarını hazırlama; sınıfı yönetme, ölçme, değerlendirme ve yansıtma yapma. |
| Course Code and Title: | EMB014 – Guidance in Schools |
|---|---|
| Credits / ECTS: | Theoretical 2 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 3 |
| Course Content: | Rehberlik ve psikolojik danışma (RPD) hizmetlerinin eğitimdeki yeri; gelişimsel rehberlik modelinin felsefesi, amacı, ilkeleri ve programı (kapsamlı gelişimsel RPD programı); temel hizmetleri/müdahaleleri; sınıf rehberliğinde öğretmenlerin rol ve işlevi; RPD hizmetleri kapsamında eğitsel, mesleki, kişisel ve sosyal alanlarda kazandırılacak yeterlikler; okul yöneticisi ve öğretmenlerle rehber öğretmen ve psikolojik danışman arasındaki işbirliği; sınıf RPD plan ve programlarının hazırlanması ve uygulanması. |
| Course Code and Title: | EMB012 – Turkish Education System and School Administration |
|---|---|
| Credits / ECTS: | Theoretical 2 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 2 / ECTS; ECTS: 3 |
| Course Content: | Eğitim sistemlerinin oluşumu ve Türk eğitim sisteminin yapısı; Türk eğitim sistemini düzenleyen temel yasalar; Millî Eğitim Bakanlığının merkez, taşra ve yurt dışı örgütü; Türk eğitim sisteminde öğretim kademeleri; Türk eğitim sisteminde insan gücü, fiziki, teknolojik ve finansal kaynaklar; Türk eğitim sisteminde reform ve yenileşme girişimleri; örgüt-yönetim teorileri ve süreçleri; sosyal bir sistem ve örgüt olarak okul; insan kaynağının yönetimi; öğrenci özlük işleri; eğitim ve öğretimle ilgili işler; okul işletmeciliğiyle ilgili işler; okul, çevre, toplum ve aile ilişkileri; Türk eğitim sistemi ve okulla ilgili güncel tartışma ve yönelimler. |
Previous content – Elective courses
| VOCATIONAL INFORMATION ELECTIVE COURSES |
| Course Code and Title: | EMB050 Open and Distance Learning |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Açık ve uzaktan öğrenmenin temel kavramları ve felsefesi; dünyada uzaktan eğitimin gelişimi; Türkiye’de uzaktan eğitimin gelişimi; uzaktan eğitimde öğrenen ve rehber rolleri; uzaktan eğitimde kullanılan teknolojiler; açık ve uzaktan eğitimin yönetimi; açık ve uzaktan öğrenmede sınıf yönetimi ve bileşenleri; açık eğitim kaynakları ve dünyadaki eğilimler; kitlesel açık çevrimiçi dersler; kişiselleştirilmiş öğrenme ortamları; açık ve uzaktan eğitimle ilgili sorunlar ve bunların çözümü; öğretmen yetiştirmede açık ve uzaktan eğitim uygulamaları; açık ve uzaktan eğitimde bireysel öğretim materyali geliştirme ve öğrenci destek hizmetleri; farklı öğrenme durumları için öğretim stratejilerinin belirlenmesi; uzaktan eğitimde araştırma ve değerlendirme. |
| Course Code and Title: | EMB051 Child Psychology |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Çocuk psikolojisinin temel kavramları, tarihçesi ve yöntemleri; doğum öncesi gelişim; bebeklik dönemi gelişim alanları ve özellikleri; ilk çocukluk dönemi gelişim alanları ve özellikleri; son çocukluk dönemi gelişim alanları ve özellikleri; aile yapısı içinde çocuk; okul sistemi içinde çocuk; çocukluk dönemi uyum ve davranım problemleri; özel gereksinimleri olan çocuklar. |
| Course Code and Title: | EMB052 Attention Deficit and Hyperactivity Disorder |
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| Credits / ECTS: | 2-0-4 |
| Course Content: | Dikkat eksikliği ve hiperaktivite bozukluğunun (DEHB) tanımı ve özellikleri; DEHB’nin temel belirtileri (dikkat eksikliği, aşırı hareketlilik ve dürtüsellik); DEHB’nin çocuk üzerinde sosyal, duygusal ve okul başarısı yönünden etkileri; DEHB’nin nedenleri; DEHB oluşumunda risk faktörleri; DEHB tipleri; DEHB olan çocuklara yaklaşım biçimleri; DEHB olan öğrencilerin yönlendirilmesi; DEHB olan çocukların eğitimi; okul-aile işbirliğinin sağlanması. |
| Course Code and Title: | EMB053 Education Law |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Hukuk ve yönetim hukukunun temel kavramları; yönetim hukukunun kaynakları; yönetimde haklar ve görevler; Çocuk Hakları Sözleşmesi ve İnsan Hakları Beyannamesi; öğretmenlerin idari ve yargısal denetimi; Türk Eğitim Sistemini kuran ve düzenleyen temel yasalar; eğitim paydaşlarının görev, hak ve sorumlulukları. |
| Course Code and Title: | EMB054 Educational Anthropology |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Antropolojinin konusu, temel kavramları, tarihçesi ve yöntemi; sosyal-kültürel antropolojide temel yaklaşımlar; antropolojik yönden eğitim ve eğitim antropolojisinin temel kavramları: Kültür, kültürleşme, kültürlenme, uyarlama, alt kültür, karşıt kültür, ortak kültür vd.; eğitimin kültürel temelleri ve işlevleri; kültürler arası farklılaşma, eğitim ve öğrenme; bir yaşama alanı olarak okul, okul kültürleri ve etnografileri; medya, kitle iletişim araçları, popüler kültür ve eğitim; küreselleşme, kültürel etkileşim, kültürel okuryazarlık ve eğitim; Türk kültür ve medeniyet tarihinde sözlü ve yazılı edebi eserlerde eğitim; Türk aile yapısında ebeveyn ve çocukların rolleri. |
| Course Code and Title: | EMB055 History of Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Antik dönemde (Eski Mısır, Mezopotamya, Anadolu, Hint, Çin, Antik Yunan ve Roma uygarlıklarında) eğitim; Orta Çağ ve Yeni Çağda Doğu, Batı ve İslam toplumlarında eğitim; Rönesans, Reform, Aydınlanma Hareketleri ve eğitim; Endüstri Çağı ve Modern Dönemde eğitim; İslam kültür ve medeniyetinin Batı medeniyeti ile ilişkileri; millî/ulus devletlerin doğması ve millî eğitim sistemlerinin gelişmesi; post-modern toplum tartışmaları ve eğitim; Antik dönemden bugüne dünyada eğitimde yaşanan temel değişimler ve dönüşümler. |
| Course Code and Title: | EMB056 Drama in Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Drama ve yaratıcı dramanın temel kavramları (drama, yaratıcılık, yaratıcı drama, oyun ve tiyatro pedagojisi, iletişim-etkileşim, rol oynama, doğaçlama, eylem, dramatik oyun, çocuk tiyatrosu, kukla, pandomim vb.); yaratıcı dramanın aşamaları, boyutları ve öğeleri; rol oynama ve doğaçlama; yaratıcı dramanın tarihçesi; toplumsal olaylar ve yaratıcı drama ilişkisi; eğitimde dramanın uygulama basamakları; eğitimde dramada yararlanılabilecek kaynaklar; yaratıcı drama ders planının hazırlanması ve uygulanması; dramanın bireysel ve sosyal gelişime katkısı. |
| Course Code and Title: | EMB057 Extracurricular Activities in Education |
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| Credits / ECTS: | 2-0-4 |
| Course Content: | Eğitimde formal program ve program dışı etkinlikler/ örtük program kavramları; örtük programla ilgili yaklaşımlar; bilişsel ve duyuşsal alan öğrenmeleri ve örtük program; bir ritüel yeri olarak okul; okulda program dışı etkinlikler olarak okul törenleri; okulda sosyal, kültürel, sportif ve sanatsal etkinliklerin önemi ve yönetimi; değerler eğitiminde örtük programın yeri ve önemi; değerler eğitimi açısından program dışı (anma, kutlama, buluşma, mezuniyet vd.) etkinlikler. |
| Course Code and Title: | EMB058 Curriculum Development in Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Program geliştirmeyle ilgili temel kavramlar; program geliştirmenin teorik temelleri; program türleri; öğretim programlarının felsefi, sosyal, tarihî, psikolojik ve ekonomik temelleri; program geliştirme ve öğretim programlarının özellikleri; program geliştirmenin aşamaları; programın temel öğeleri (hedef, içerik, süreç, değerlendirme) ve öğeler arasındaki ilişkiler; hedeflerin sınıflandırılması ve programın öğeleriyle ilişkisi; içerik düzenleme yaklaşımları; eğitim ihtiyaçlarının belirlenmesi; program geliştirme süreci ve modelleri; eğitim programı tasarım yaklaşımları; program değerlendirme modelleri; program okur-yazarlığı; öğretim programlarının geliştirilmesinde öğretmelerin görev ve sorumlulukları; MEB öğretim programlarının özellikleri; öğretim programlarının uygulanması; dünyada ve Türkiye’de program geliştirmede yeni yaklaşımlar ve yönelimler. |
| Course Code and Title: | EMB059 Project Design in Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Proje kavramı ve proje türleri; öğretim programları ve proje tabanlı öğrenme; okullarda proje programları (TÜBİTAK, AB ve diğerleri); proje için konu seçimi; literatür taraması; projede mantıksal çerçeve; projenin planlanması ve yönetimi; projede bilimsel yöntemin uygulanması; proje raporu hazırlama ve geliştirme; proje raporunu sonuçlandırma; proje değerlendirme ve iyi örneklerin incelenmesi; proje sunumları, poster ve broşür tasarlama teknikleri. |
| Course Code and Title: | EMB060 Critical and Analytical Thinking |
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| Credits / ECTS: | 2-0-4 |
| Course Content: | Temel kavramlar ve tanımlar; düşünme organı olarak beyin, düşünme biçimleri ve düşünmenin gruplandırılması; istemsiz düşünme ve özellikleri; istemli düşünme ve özellikleri; istemli düşünmenin yöntemleri; eleştirel ve analitik düşünme; eleştirel ve analitik düşünmenin temel özellikleri ve kriterleri, eleştirel ve analitik düşünmenin aşamaları; eleştirel ve analitik düşünmeyi etkileyen faktörler; eleştirel ve analitik düşünmenin kapsamı; eleştirel ve analitik okuma; eleştirel ve analitik dinleme; eleştirel ve analitik yazma. |
| Course Code and Title: | EMB061 Education of Hospitalized Children |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Hastanede yatan çocukları yaş gruplarına göre gelişim özellikleri, ilgi ve ihtiyaçları, ruhsal durumları; hastane personeli, çocuk ve aile arasındaki etkileşim; hastaneye hazırlayıcı eğitim, teşhis, tedavi ve ameliyata hazırlama; hastanede yatan çocuklara yönelik oyun, müzik, sanat, drama, matematik, hikâye vb. etkinlik planı hazırlama ve uygulama; hastane okulları ile ölümcül hastalığı olan çocuklar, aileleri ve personel arasındaki etkileşim. |
| Course Code and Title: | EMB062 Inclusive Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Kapsayıcılık ve kapsayıcılığın içeriği; kapsayıcı eğitim: tanımı, içeriği ve önemi; kapsayıcı eğitimin hukuki dayanakları; ulusal ve uluslararası mevzuat; kapsayıcı eğitimde yaklaşım ve standartlar; kapsayıcı eğitimde öğretmen rolleri; kapsayıcı öğretim programı ve materyalleri; kapsayıcı eğitimde tutum ve değerler; kapsayıcı okul ve sınıf; kapsayıcı eğitim için eylem planı hazırlama; kapsayıcı eğitim uygulamaları: öğrencileri farklılaştıran özellikler, etkili iletişim, kullanılan dil, psiko-sosyal destek, öğretimi farklılaştırma ve örnekler, yöntemler ve teknikler, öğretimi planlama, ders materyallerinde kapsayıcılık ve kapsayıcı etkinliklerin seçimi; ders tasarlama uygulamaları. |
| Course Code and Title: | EMB063 Character and Values Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Kavramsal çerçeve: Karakter, kişilik/şahsiyet, değer, erdem, ahlak, huy, mizaç vd.; karakter gelişimi ve eğitimi; karakter gelişiminde ve eğitiminde aile, çevre ve okul; değerlerin tanımı ve sınıflandırılması; değerlerin kaynakları ve bireysel, toplumsal, kültürel, dini, ahlaki temelleri; karakter ve değer eğitimi yaklaşım ve uygulamaları; karakter ve değer eğitiminde kültürlerarası farklılaşma ve birlikte yaşama kültürü; eğitim felsefesi ve hedefleri yönünden karakter ve değer eğitimi; karakter/ değer eğitiminde öğretim yöntemleri ve teknikleri; modern ve çok kültürlü toplumlarda değerler krizi ve eğitim; insani-kültürel kalkınma sürecinde değer eğitimi; Türk eğitim ve kültür tarihinden değer eğitimiyle ilgili örnekler, Türkiye’de değerler eğitimi uygulamaları ve araştırmaları; karakter ve değer eğitiminde rol model olarak öğretmen |
| Course Code and Title: | EMB064 Comparative Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Karşılaştırmalı eğitimin tanımı, kapsamı, tarihçesi; karşılaştırmalı eğitimde yöntem ve araştırma; farklı ülkelerin eğitim sistemlerinin yapı, işleyiş, okul kademeleri, insan kaynakları, eğitimin finansmanı, eğitimde özelleşme, eğitimde politika oluşturma, planlama ve uygulama yönlerinden karşılaştırılması; farklı ülkelerde eğitimde cinsiyet, sosyal adalet ve eşitlik; farklı ülkelerde eğitimde reform ve yenileşme girişimleri; farklı ülkelerde öğretmen ve eğitim/okul yöneticisi yetiştirme sistemleri; eğitimde küreselleşme ve uluslararasılaşma; eğitimle ilgili uluslararası sınavlar, kurumlar ve kuruluşlar. |
| Course Code and Title: | EMB065 Micro Teaching |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Etkili öğretim ve öğrenmeyle ilgili temel kavramlar ve ilkeler; öğretmenlerin mesleki yeterlik, tutum, rol ve davranışları; ders planı hazırlama; mikro öğretim yönteminin kapsamı, yararları ve sınırlılıkları; konuya uygun aktif öğrenme etkinlikleri hazırlama; sınıfta örnek ders anlatma uygulamaları; ders sunumlarının videoya kaydedilmesi; kayıtlardan yararlanarak dersin değerlendirilmesi; hazırlanan etkinliklerin ve ders anlatımlarının geliştirilmesi. |
| Course Code and Title: | EMB066 Museum Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Müzenin tanımı ve özellikleri, müzelerde sergileme; müze ve müze eğitimi; müze türleri; Türk müzeciliğinin gelişimi; dünyada müzeciliğin tarihine genel bir bakış; müze, sanat, kültür ve uygarlık ilişkisi; müze ve sanat eğitimi; müze ve toplum; müzelerin tarih bilincine katkısı; tarihi eserlere sahip çıkma; Dünyada ve Türkiye’de çağdaş müzecilik |
| Course Code and Title: | EMB067 Out-of-School and Learning Environments |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Okul dışı eğitim ve öğrenme kavramları; okul dışı öğrenmenin kapsamı ve önemi; okul dışı ortamlarda öğretim; okul dışı öğrenme ortamlarına uygun öğretim yöntem, teknikleri (proje tabanlı öğrenme, istasyon tekniği vb.) ve öğretim materyalleri; okul dışı öğrenme ortamları (müzeler, bilim merkezleri, hayvanat bahçeleri, botanik bahçeleri, planetaryumlar, sanayi kuruluşları, millî parklar, bilim şenlikleri, bilim kampları, doğal ortamlar vb.); okul dışı öğrenme alan ve ortamlarının geliştirilmesi; okul dışı öğrenme etkinliklerinin planlanması, uygulanması ve değerlendirilmesi. |
| Course Code and Title: | EMB068 Learning Disabilities |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Öğrenme güçlüğünün tanımı, özellikleri ve sınıflandırılması: Eğitsel, psikolojik, tıbbi etmenler; yaygınlık ve görülme sıklığı; öğrenme güçlüğünün nedenleri; erken müdahale; müdahaleye tepki modeli; tarama/tanılama: tıbbi, gelişimsel ve eğitsel tarama/tanılama; akademik ve akademik olmayan özellikler; ekip ve işbirliği; eğitim-öğretim ortamları; bilimsel dayanağı olan uygulamalar; okuma, yazma ve matematik becerilerini destekleme; akademik olmayan becerileri destekleme. |
| Course Code and Title: | EMB069 Individualizing and Adapting Instruction |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Bireyselleştirme kavramı ve eğitimdeki önemi; bireyselleştirme için yapılması gerekenler: müfredata dayalı değerlendirme, kaba değerlendirme, ölçüt bağımlı ölçme aracı hazırlama, değerlendirmede uyulması gereken kurallar; uzun dönemli ve kısa dönemli öğretim amaçları belirleme; kaynaştırma/ bütünleştirme için sınıf ve okullarda yapılabilecek düzenlemeler; öğretimi uyarlama; kaynaştırma/ bütünleştirme sınıflarında bireyselleştirme ve uyarlama örnekleri. |
| Course Code and Title: | EMB070 Sustainable Development and Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Sürdürülebilirlik kavramı ve kullanım alanları; sosyal bilimler ve fen bilimleri yönünden sürdürülebilirlik; toplumsal değişme bağlamında sürdürülebilirlik; eğitim ve sürdürülebilirlik; insanlığın geleceği ve sürdürülebilirlik; göç, yoksulluk ve eşitsizlik; sürdürülebilir çevre; ekoloji, küresel çevre sorunları ve sürdürülebilirlik; doğayla uyum içerinde sürdürülebilir toplum; nüfus, ekonomik sistem ve doğal çevre; teknolojik gelişmeler, tüketim alışkanlıkları ve çevre; sosyal sorumluluk çalışmaları, somut ve somut olmayan kültürel miras yönünden sürdürülebilirlik; insan-doğa ilişkilerinin sürdürülebilirlik ekseninde yeniden düşünülmesi. |
| Course Code and Title: | EMB071 Adult Education and Lifelong Learning |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Yetişkin eğitiminin tanımı ve kapsamı; yetişkin eğitimiyle ilişkili kavramlar (sürekli eğitim, halk eğitimi, yaygın eğitim, mesleki eğitim vd.); Türkiye’de yetişkin eğitiminin tarihsel gelişimi; yetişkin eğitimiyle ilgili yaklaşım ve modeller; yetişkinler ve öğrenme; hayat boyu öğrenmenin amacı, kapsamı ve tarihsel gelişim; Türk eğitim sisteminde hayat boyu öğrenme uygulamaları. |
| Course Code and Title: | EMB072 Analysis and Interpretation of Children’s Drawings |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | İnsanın sanat ile olan ilişkisi, çocuk resmi gelişim dönemleri, çocuk resimlerinin özellikleri, çocuk resimlerinin içeriğini etkileyen faktörler, çocuğun resim etkinliği sırasında anne, baba ve öğretmenin rolü, çocuk resimlerinin yorumlanmasında dikkat edilmesi gereken hususlar, çocuk resimleri değerlendirme testleri. Yetişkin eğitiminin tanımı ve kapsamı; yetişkin eğitimiyle ilişkili kavramlar (sürekli eğitim, halk eğitimi, yaygın eğitim, mesleki eğitim vd.); Türkiye’de yetişkin eğitiminin tarihsel gelişimi; yetişkin eğitimiyle ilgili yaklaşım ve modeller; yetişkinler ve öğrenme; hayat boyu öğrenmenin amacı, kapsamı ve tarihsel gelişim; Türk eğitim sisteminde hayat boyu öğrenme uygulamaları. |
| Course Code and Title: | EMB073 Web Tools in Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Web araçlarını tanıma ve sınıf ortamında en çok kullanılan Web araçlarını kullanma. Eğitim ve öğretim teknolojisine ilişkin kavramları örnekler, Teknolojinin hayatımızdaki yerini örnekler, Web araçlarını tanıma ve sınıflandırma. Web araçlarını kullanarak dersin tasarımı, Web araçları ile yazılı ve görsel eğitim içeriği oluşturma ve eğitim içeriğini kullanma, İçerik hazırlama standartları ve konuları, oluşturulan içerikleri değerlendirme. |
| Course Code and Title: | EMB074 Sociology of Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Sosyolojinin temel kavramları: Toplum, sosyal yapı, sosyal olgu, sosyal olay vd.; sosyolojinin öncüleri (İbn-i Haldun, A. Comte, K. Marx, E. Durkheim, M. Weber vd.) ve eğitim görüşleri; temel sosyolojik teoriler (işlevselcilik, yapısalcılık, sembolik etkileşimcilik, çatışma kuramı, eleştirel teori, fenomenoloji ve etnometodoloji) açısından eğitim; toplumsal süreçler (sosyalleşme, sosyal tabakalaşma, sosyal hareketlilik, sosyal değişme vd.) ve eğitim; toplumsal kurumlar (aile, din, ekonomi, siyaset) ve eğitim; Türkiye’de sosyolojinin ve eğitim sosyolojisinin gelişimi (Ziya Gökalp, İsmail Hakkı Baltacıoğlu, Nurettin Topçu, Mümtaz Turhan vd.); kültür ve eğitim; sosyal, kültürel, ahlaki bir sistem ve topluluk olarak okul. |
| Course Code and Title: | EMB075 Philosophy in Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Felsefenin temel konuları ve sorun alanları; varlık, bilgi, ahlak/değerler felsefesi ve eğitim; temel felsefi akımlar (idealizm, realizm, natüralizm, ampirizm, rasyonalizm, pragmatizm, varoluşçuluk, analitik felsefe) ve eğitim; eğitim felsefesi ve eğitim akımları: Daimicilik, esasicilik, ilerlemecilik, varoluşçu eğitim, eleştirel/radikal eğitim; İslam dünyasında ve Batıda bazı felsefecilerin (Platon, Aristoteles, Socrates, J. Dewey, İbn-i Sina, Farabi, J. J. Rousseau vd.) eğitim görüşleri; insan doğası, bireysel farklılıklar ve eğitim; bazı siyasi ve ekonomik ideolojiler açısından eğitim; Türkiye’de modernleşme sürecinde etkili olan düşünce akımları ve eğitim; Türk eğitim sisteminin felsefi temelleri. |
| Course Code and Title: | EMB076 Morality and Ethics in Education |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Ahlâk ve etikle ilgili temel kavramlar ve teoriler; etik ilke, etik kural, iş ve meslek ahlakı/etiği; sosyal, kültürel, ahlaki, etik yönleriyle öğretmenlik mesleği; eğitim ve öğrenme hakkı eğitim, öğretim, öğrenme ve değerlendirme sürecinde etik ilkeler; eğitim paydaşlarıyla (işverenler/yöneticiler, meslektaşlar, veliler, meslek kuruluşları ve toplumla) ilişkilerde etik ilkeler; eğitim/okul yöneticileri, veliler ve öğrencilerin ahlaki/etik sorumlukları; iş ve meslek hayatında etik dışı davranışlar; Türkiye’de kamu yönetimi, eğitim ve öğretmenlerle ilgili etik düzenlemeler; okulda ve eğitimde etik dışı davranışlar, etik ikilemler, sorunlar ve çözüm yolları; okulda ahlak/etik eğitimi ve etik kurullar; ahlaki/etik bir lider olarak okul müdürü ve öğretmen. |
| Course Code and Title: | EMB077 Motivation |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Definition of the concepts of motivation, drive, impulse and need; individual motivation; organizational motivation; motivation theory; content and process theories of motivation; motivation methods and techniques. |
| Course Code and Title: | EMB078 Life Stages and Adjustment Problems |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Yaşam boyu gelişim bakış açısı, yaşam boyu kariyer gelişim yaklaşımları, yaşam boyu kariyer gelişim yaklaşımlarında yer alan kariyer gelişim dönemleri, çocukluk, ergenlik, beliren yetişkinlik ve yetişkinlik dönemlerine özgü kariyer gelişim ihtiyaçları, sorunları, görevleri ve müdahaleleri. |
| Course Code and Title: | EMB079 Social Skills Training |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Sosyal beceri ile ilgili kavramlar, sosyal becerileri oluşturan unsurlar, sosyal beceri kazandırılması, sosyal beceri modelleri ve ölçülmesi, güç insanlarla baş etmede sosyal beceriler; duyuşsal anlatımcılık, duyuşsal duyarlılık, duyuşsal kontrol; sosyal anlatımcılık, sosyal duyarlılık ve sosyal kontrol. |
| Course Code and Title: | EMB080 Creative Drama |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Dramaya Giriş, dramanın tanımı, temel kavramları, tarihçesi, drama, oyun, tiyatro ve psikodrama arasındaki farklılıklar, dramanın yararları: dramanın yaratıcılık, zihinsel gelişim, kişilerarası ilişkiler, sosyal beceriler, karar verme ve problem çözme becerileri, duyguların farkında olma ve kendini ifade etme becerileri üzerindeki etkileri. |
| Course Code and Title: | EMB081 Current Approaches in Educational Psychology |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Motivation and self-determination theory in learning; self-determination in learning and motivation; traumatic experiences and learning; migration and psychosocial support; child neglect and abuse; problem behaviors in children and adolescents; third-wave cognitive approaches. |
| Course Code and Title: | EMB082 Principles and Methods of Instruction |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Öğretim ilke ve yöntemleriyle ilgili temel kavramlar; öğretim-öğrenme ilkeleri, modelleri, stratejileri, yöntemleri ve teknikleri; öğretimde hedef ve amaç belirleme; öğretim ve öğrenmede içerik seçimi ve düzenlemesi; öğretim materyalleri; öğretimin planlanması ve öğretim planları; öğretimle ilgili kuram ve yaklaşımlar; etkili okulda öğretim, öğrenme ve öğrenmede başarı; sınıf içi öğrenmelerin değerlendirilmesi. |
| Course Code and Title: | EMB083 Technology-Supported Language Teaching |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | The course aims to use computer applications and other technology resources in language teaching, making language teaching more effective and engaging. |
| Course Code and Title: | EMB084 Scale Development |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Test geliştirmenin temel kavramları, ölçmenin teknik nitelikleri, başarı ve tutum ölçeği maddelerinin nasıl yazılacağı ve bu testlere ilişkin madde ve test istatistiklerinin nasıl hesaplanacağını ve yorumlanacağı ve nihai testin nasıl oluşturulacağı konularında bilgi, beceri, tutum ve anlayışlar kazandırma. |
| Course Code and Title: | EMB085 Alternative Education Systems |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: | Eğitim ve öğrenme süreçlerinde alternatif eğitim sistemleri ve alternatif okulların rolü. İşbirliği yapma, araştırma yapabilme, sorun çözebilme, yaratıcı düşünme becerilerinin kazandırılması. Farklı ülkelerdeki alternatif okul uygulamaları. Montessori, Waldorf, Summerhill, Orman Okulları, Ekolojik Okullar, Uluslararası Bakalorya, Sanatla eğitim. |
| Course Code and Title: | EMB091 Developing Creativity Skills in Teacher Candidates |
|---|---|
| Credits / ECTS: | 2-0-4 |
| Course Content: |
No English description is available for this course. |
| GENERAL CULTURE ELECTIVE COURSES |
| Course Code and Title: | EGK050 Addiction and Combating Addiction |
|---|---|
| Credits / ECTS: | 2-0-3 |
| Course Content: | Temel kavramlar ve tanımlar; bağımlılık türleri (madde bağımlılığı, teknoloji bağımlılığı vb.); bağımlılığın nedenleri; kişiyi madde bağımlılığı sürecine hazırlayan aile, akran grubu ve toplumsal bağlamda risk etmenleri; bağımlı çocuk, ergen ve yetişkinlerde iletişim becerileri; bağımlılıkta sosyal hizmetin rolü; bağımlılık ile ilgili modeller; bağımlılığı önleme çabası; bağımlılığın sonuçları; bağımlılık ile mücadelede ulusal politika ve strateji yöntemleri; yeniden uyum süreci. |
| Course Code and Title: | EGK051 Nutrition and Health |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Natural and healthy nutrition; combating obesity; food additives; healthy living and exercise; growth and development; healthy sexual life; combating addiction (tobacco, alcohol, substance addiction, etc.); traffic, disaster and first aid. |
| Course Code and Title: | EGK052 History and Philosophy of Science |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Bilim, felsefe, bilimsel yöntem; Antik Yunan, Ortaçağ Avrupası, Skolastik felsefe ve bilim; İslam kültür coğrafyasında bilim ve felsefe; Mezopotamya’da bilim; Rönesans Avrupası’nda bilim ve felsefe; aydınlanma çağında bilim ve felsefe; bilimlerin sınıflandırılması; bilim, bilimcilik (bilimizm), ideoloji, etik ve din ilişkileri; bilim ve paradigmalar; Viyana ve Frankfurt düşünce okulları; yirminci ve yirmi birinci yüzyıllarda bilim eleştirileri. |
| Course Code and Title: | EGK053 Science and Research Ethics |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Bilim, bilimin doğası, gelişimi ve bilimsel araştırma; etik kavramı ve etik teorileri; araştırma ve yayın etiği; araştırma sürecinde etik dışı davranışlar ve etik ihlalleri; yazarlık ve telifle ilgili etik sorunlar; taraflı yayın, editörlük, hakemlik ve etik; yayın etiği ve yayın sürecinde etik dışı davranışlar; araştırma ve yayın etiğiyle ilgili yasal mevzuat ve kurullar; etik ihlallerin tespitinde izlenecek yollar; sık görülen araştırma, yayın etiği ihlalleri ve bunları önlemeye dönük yöntemler. |
| Course Code and Title: | EGK054 Economics and Entrepreneurship |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Ekonomi biliminin temel kavramları ve ekonomik sistemler; işletme ve işletme yönetiminin temel kavramları; işletmenin kuruluşu, amaçları ve hukuki yapısı; işletmelerde yönetim süreçleri ve işlevleri; insan kaynakları ve diğer kaynakların yönetimi; girişimci ve girişimcilik kavramları, girişimcilikte başarı faktörleri; girişimcilik kültürü, girişimcilik süreci ve girişimcilik türleri; kariyer planlama, özgün fikirler, sıra dışı örnekler; Türk Patent ve Marka Kurumu; Sınai Mülkiyet Kanunu; küçük ve orta boyutlu işletmeler; küçük işletmelerde yönetim süreçleri ve işlevleri; iş fikri geliştirme, yenilik ve inovasyon, iş planı yapma, iş planının öğeleri, yazılması ve sunumu; belirli bir alanda ve konuda girişimcilikle ilgili bir proje hazırlama. |
| Course Code and Title: | EGK055 Traditional Turkish Handicrafts |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Geleneksel Türk sanatlarıyla ilgili terim ve kavramlar; geleneksel Türk sanatlarının önemi; birey, toplum ve ülke ekonomisine katkıları; Geleneksel Türk sanatlarının tarihi gelişimi (Hunlar, Göktürkler, Uygurlar, Selçuklular, Beylikler ve Osmanlı Dönemi); Ahilik ve Lonca Teşkilatı; Cumhuriyet dönemi Türk sanatlarıyla ilgili kurum ve kuruluşlar; geleneksel sanatların hammadde ve yapım tekniklerine göre sınıflandırılması; geleneksel dokuma (halı-kilim, kumaş vb.), baskı, örgü, keçe, cam (vitray, zücaciye, boncuk vb.) sanatları; metal (demir, bakır, gümüş ve altın vb.) sanatları; ağaç (kündekari, oyma ve sedef kakma) sanatları; çini-seramik ve taş işlemeciliği sanatları; geleneksel Türk sanatlarının eğitimi, üretimi ve pazarlanması |
| Course Code and Title: | EGK056 Human Rights and Democracy Education |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | İnsan hakları kavramı ve tarihi gelişimi; insan haklarının türleri; demokrasi anlayışları, ilkeleri, yaklaşımları ve insan hakları; demokrasi eğitimi ve demokratik eğitim; aile ve demokrasi eğitimi; insan hakkı olarak eğitim; okulöncesi eğitim ve demokrasi eğitimi; ilkokul eğitim programı ve demokrasi eğitimi; orta öğretimde demokrasi eğitimi; yükseköğretim ve demokrasi eğitimi; demokratik okul ve sınıf ortamı |
| Course Code and Title: | EGK057 Human Relations and Communication |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | İnsanlar arası ilişkilerin tanımı ve sınıflandırılması; insanlar arası ilişkilerle ilgili kuramsal yaklaşımlar (psikanalitik, bağlanma, çağdaş teoriler); kişilerarası ilişkilerle ilgili kuramsal yaklaşımlar (sosyal, psikolojik, bilişsel kuramlar); gelişimsel süreç olarak kişilerarası ilişkiler (bebeklik ve çocukluk dönemleri, ergenlik ve yetişkinlik dönemleri); insanlar arası ilişkilerde etkili olan faktörler; cinsiyet, cinsiyet rolleri ve kişilerarası ilişkiler; kişilerarası ilişkilerde kendini uyarlama ve kendini açma; iletişim ve iletişim hataları; etkili iletişim becerileri; kişilerarası problemler, çatışma ve çatışma çözüm yaklaşımları; kültürler arası farklılaşma yönünden insan ilişkileri |
| Course Code and Title: | EGK058 Career Planning and Development |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Kariyer kavramı, kariyer planlama ve aşamaları; bireysel kariyer gelişimi, kariyer stratejisinin oluşturulması; kariyer planlama modeli, ilgili öğretmenlik alanlarında kariyer seçenekleri; özgeçmiş hazırlama ve özgeçmiş çeşitleri, CV formatı ve örnekleri, CV hazırlamada dikkat edilecek noktalar; kapak yazıları, tanıtım mektupları, iş görüşmesi, amaçları, yöntem ve türleri, görüşmeye hazırlık ve görüşme aşamaları; görüşmelerde karşılaşabilecek durumlar; soru tipleri, vücut dili-bedensel işaretler |
| Course Code and Title: | EGK059 Culture and Language |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Dil ve kültürle ilgili temel kavramlar; kültürün kaynakları ve öğeleri; sözlü ve yazılı kültür; maddi ve manevi kültür; bireysel ve toplumsal açılardan kültür; birleştirici ve ayrıştırıcı olarak kültür; kültürlenme, kültürleşme, kültürel yayılma ve uyum; bilişsel, sembolik, yapısal-işlevsel yaklaşımlar açısından kültür; semboller sistemi olarak dil; bireysel açıdan dil ve dil edinimi; dilin insan bilincine etkisi; kültür, dil, biliş ve realite arasındaki ilişki; dilin bilgiyi ve kültürü taşıma, toplumsal ilişki ve iletişim kurma işlevi; dil ve kültürün gelişimi ve aktarımı; ulusal kimlik ve dil; kültür ve dildeki değiş İnsan Hakları ve Demokrasi Eğitimi 20 melerin dinamikleri; kültür ve dildeki değişmelerin karşılıklı etkileşimi tartışmaları; milli kültürler; küreselleşme, çok dillilik ve çok kültürlülük |
| Course Code and Title: | EGK060 Media Literacy |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Bilgi okuryazarlığı; internet ve sosyal medyanın bilinçli kullanımı; sosyal medyanın bireyler üzerindeki etkileri; bilgi yayma ve yanıltma gücü; haber yayma gücü; medya ve algı yönetimi; medya ve internete yönelik hukuki haklar ve sorumluluklar; telif hakkı; kişilik hakkı; bilgi gizliliği; gizlilik ihlali; medyada dil kullanımı; haberlerin değeri ve nitelik analizi; popüler kültür; medyada kadın ve erkek rolleri; tüketim kültürü ve reklamlar; medyada stereotipleştirme. |
| Course Code and Title: | EGK061 Professional English |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Temel İngilizce okuma-yazma-dinleme becerileri; çocuk gelişimi ve evreleri ile ilgili temel kavramlar; temel eğitim ve ortaöğretimle ilgili temel kavramlar; eğitim bilimleri ile ilgili temel kavramlar; öğrenci-ebeveyn-öğretmen arasında diyalog örnekleri; akademik içerikli metinleri dinleme ve anlama teknikleri (youtube, teachertube, tedx konuşmaları vd.); profesyonel gelişim amaçlı sözel beceriler (kelime bilgisi, kalıplar vd.); yazma becerileri (dilekçe yazma, rapor hazırlama, cv oluşturma, kısa mesaj yazma, ders hedefleri oluşturma vd.); okuma becerileri (web 2.0 araçları kullanarak yazılı metinleri okuma vb.); ilgili öğretmenlik alanında çeviri çalışmaları |
| Course Code and Title: | EGK062 Art and Aesthetics |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Sanat, güzel sanatlar, zanaat ve kültür; sanat ve eğitim; sanat, yaratıcılık ve sanat eseri; sanat felsefesi ve estetik; sanat ve estetik kuramları; sanat eleştirisi; sanat tarihi, modernlik öncesi, modern ve post-modern dönemlerde sanat; sanat ve toplumsal bağlam; sanat ve gündelik hayat; Türk-İslam sanatı-estetiği ve sanat eserleri; toplumsal değişme sürecinde sanat ve zanaatçının konumu; Türkiye’de sanatın gelişimi; günümüzde sanat anlayışları; medeniyet inşası ve sanat; sanat, estetik ve ahlak |
| Course Code and Title: | EGK063 Folk Dances |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Folklorun tanımı; ritim ve algılama çalışmaları, oyun ve halk oyunu- figür çalışmaları; halk oyunlarında yöresel farklılıklar figür çalışmaları, yöresel figürler, bar türü yöresel figür öğrenme, halay ve kaşık türü yöresel figür öğrenme, horon ve karşılama türü yöresel figür öğrenme, zeybek türü yöresel figür öğrenme; öğrenilen oyunların, tavrı ve oynanış şekilleri hakkında çalışmalar; halk oyunlarının sahnelenmesi, sahneleme türleri ve farklılıkları |
| Course Code and Title: | EGK064 Turkish Sign Language |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | İşaret diliyle ilgili temel kavramlar; Türk işaret dili, tarihi ve özellikleri; Türk işaret dilinde harfler; ses bilgisi; işaretin iç yapısı, eşzamanlılık ve ardışıklık; ses bilgisi açısından el alfabesi; işaret dilinde şekil bilgisi, işaretin yapılanışı ve biçimlenişi; sözcük sınıfları ve zamirler; işaret dilinde söz dizimi; sözcük dizilişi, cümle türleri; soru cümleleri; işaret dilinde anlambilim; anlam ve gönderim, anlam türleri, deyimler; Türk işaret dili ile karşılıklı konuşma. |
| Course Code and Title: | EGK065 Turkish Culture and Geography |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Kültür, insan ve toplum; Türk kültürü ve Türk uygarlığı; Türkler hakkındaki ilk etnografik kaynaklar; Tarihte Türk devletleri; Türklerde devlet, idari, askeri ve sosyal yapı; Türklerde halk inançları ve mitoloji; Türklerde insan ve mekân ilişkisi; Türklerde sözlü, yazılı ve maddi kültür; Türklerde aile yapısı; Türk tarihinde yaşanan göçlerin demografik ve kültürel sonuçları; Türk kültürünün yayılma alanları ve komşu coğrafyalar üzerindeki etkisi; Türkiye’nin sahip olduğu somut ve somut olmayan kültürel miras; doğal ve kültürel mirasın gelecek kuşaklara aktarılması. |
| Course Code and Title: | EGK066 Turkish Music |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Orta Asya ve Anadolu’da yaşayan Türk topluluklarına ait müzik unsurları, Türk mitolojisi (insan, yaradılış, dini ritüeller ve bayramlar vb.), Türk Halk Müziği repertuarındaki mitolojik unsurlar, Türk Devlet ve Topluluklarında var olan müzik türleri, tarihi süreç içinde Türk Halk Müziği ve Türk Sanat Musikisinin gelişimi; müzikle ilgili farklı gelenek ve üslupların karşılıklı etkileşimi; çalgılar, besteciler, icracıları ve örnek eserleri ile birlikte incelenmesi. |
| Course Code and Title: | EGK067 History of Turkish Art |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Hun Sanatı’ndan, Göktürk, Uygur, Karahanlı, Gazneli, Büyük Selçuklu, Anadolu Selçuklu, Beylikler ve Osmanlı dönemine kadar sanat üslupları, bu dönemlere ait mimari, heykel ve resim örnekleri karşılaştırmalı olarak incelenir; Cumhuriyet Dönemi Sanatı’ndan başlayarak günümüz Türk sanat eserleri ve sanatçıları. |
| Course Code and Title: | EGK068 Creative Writing |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Developing teacher candidates’ writing skills and competencies for teaching writing; activities related to various writing genres (story, descriptive, informative, persuasive, etc.); and practices aimed at digital writing skills. |
| Course Code and Title: | EGK069 Reading Culture and Book Review |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Okuma ve okuma kültürü, okuma beceri ve teknikleri, okuma türleri ve özellikleri, okuma kültürünün gelişimine etki eden faktörler, okuma kültürünün gelişim basamakları, okuma kültürü edinme sürecinde çocuk yazının yeri, okuma kültürüne etki eden faktörlerden “kütüphane” faktörü, okuma kültürü ediniminde “ailenin okur” olması ve “ev okuryazarlık” ortamının önemi, okuma kültürü ediniminde “öğretmenin okur” olmasının önemi, toplumsal kalkınma ve toplumun iyi oluşu bakımından okuma kültürünün önemi, okuma verimliliğini artırmaya yönelik yöntemler. |
| Course Code and Title: | EGK070 Chemistry and Science in Daily Life |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Applications of chemistry in daily life (household chemicals and their correct use, chemical reactions at home); industrial chemistry; environmental chemistry (air, water and soil pollution, recycling, green chemistry, etc.); chemistry and health (pharmacy, cosmetics, etc.). |
| Course Code and Title: | EGK071 Professional English 2 |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Akademik içerikli metinleri dinleme ve anlama teknikleri (youtube, teachertube, tedx konuşmaları vd.); PDR alanında yayınlanan bilimsel makaleleri genel olarak anlama; profesyonel gelişim amaçlı sözel beceriler (kelime bilgisi, kalıplar vd.); yazma becerileri (dilekçe yazma, rapor hazırlama, cv oluşturma, kısa mesaj yazma, ders hedefleri oluşturma vd.); okuma becerileri (web 2.0 araçları kullanarak yazılı metinleri okuma vb.); RPD alanında çeviri çalışmaları. |
| Course Code and Title: | EGK072 Intelligence Games |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Zekânın Tanımı, zekânın çeşitleri ve zekâyı geliştirme yolları (Sözel – Dilsel Zekâ, Mantıksal – Matematiksel Zekâ, Görsel –Uzamsal Zekâ, Bedensel – Kinestetik Zekâ, Müziksel – Ritmik Zekâ, Sosyal Zekâ, Kişisel – İçsel Zekâ, Doğa – Varoluşçu Zekâ), oyunun Tanımı, oyun ve zekâ gelişimi ilişkisi. Görsel algının tanımı ve bakmak ile görmek arasındaki farkın önemi. Görsel algıyı geliştiren oyunlarda tümevarım ve tümdengelim terimlerinin önemi ve uygulamalar ile pekiştirilmesi. Oyun akışına göre farklı stratejilerin belirlenmesi ve uygulanması. Problem Çözme Becerilerini geliştiren oyunlar, Görsel algıyı geliştiren oyunlar, Düşünme becerilerini geliştiren oyunlar. |
| Course Code and Title: | EGK073 Digital Citizenship |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Digital citizenship, digital access, digital commerce, digital communication, digital literacy, digital ethics, digital law, digital rights and responsibilities, digital health and digital security; the legal and ethical frameworks to be observed in the virtual world. |
| Course Code and Title: | EGK074 Basic Chess Education and Teaching |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Satranç oyunu aracığıyla analitik düşünme, etkili akıl yürütme, strateji ve taktik geliştirme becerilerinin geliştirilmesi, satranç oyunun kural ve ilkeleri, temel taktik ve stratejileri, taşlar ve tahta; taşların hareketi; tipik matlar; beraberlik; rok yapmak; taşların değerleri ve maddi üstünlük; notasyon, satrancı okumak ve yazmak; satrançta mat; satrançta taktikler |
| Course Code and Title: | EGK075 Instrument Education |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | General information about musical instruments, the importance of playing an instrument in professional life, music notation, basic techniques on a chosen instrument, correct sitting and holding posture, practicing simple melodies, and carrying out level-appropriate étude work. |
| Course Code and Title: | EGK076 History of Turkish Education |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Türk eğitim tarihinin konusu, yöntemi ve kaynakları; ilk Türk devletlerinde eğitim; ilk Müslüman Türk devletlerinde eğitim; Türkiye Selçukluları ve Anadolu Beyliklerinde eğitim; Osmanlı Devleti’nde eğitim: İlk yenileşme hareketlerine kadar eğitim sistemi; 13-18. yüzyıllarda Osmanlı coğrafyası dışındaki Türk devletlerinde eğitim; Osmanlı Devleti’nde Tanzimat’a kadar eğitimde yenileşme hareketleri; Tanzimat’tan Cumhuriyete modern eğitim sisteminin kuruluşu; geleneksel eğitimin yeniden düzenlenmesi; 19-20. yüzyıllarda Avrasya’daki diğer Türk devlet ve topluluklarında eğitim; millî mücadele döneminde eğitim; Türkiye Cumhuriyeti’nde eğitim: Türkiye eğitim sisteminin temelleri, yapısı, kuruluşu ve gelişimi; başlangıcından bugüne öğretmen yetiştirme süreci; 21. yüzyılda Türk dünyasında eğitim; ortak hedefler, dil ve alfabe birliği, ortak tarih yazma çalışmaları. |
| Course Code and Title: | EGK077 Child Law |
|---|---|
| Credits / ECTS: | 2-0-2-3 |
| Course Content: | Çocuğun korunması kavramı, çocuk hukukunun konusu ve özellikleri, çocuk hakları kavramı, dünya hukukunda çocuk haklarının tarihsel gelişimi, uluslararası anlaşmalarda çocuk hakları, Birleşmiş Milletler Çocuk Hakları Sözleşmesi’nin temel ilkeleri, Türk Hukuk Sistemi’nde çocuk ve hukuki durumu, kamu hukukunda çocuğun korunması, özel çocuk hukuku, sosyal yardım ve güvenlik, eğitim ve iş hukukunda çocuğun ele alınması, psikolojik danışmanların çocuk haklarını koruma görevleri, yasal süreci devam eden çocuklarla ilgili psikolojik danışmanların rol ve işlevleri. |
| Course Code and Title: | EGK078 Foreign Language 3 |
|---|---|
| Course Content: | Past tense; future tense; optative mood; speaking, reading, writing and listening skills in these tenses and moods; oral skills; reading skills; writing skills; listening skills |
| Course Code and Title: | EGK079 Foreign Language 4 |
|---|---|
| Course Content: | Reported speech, adjective and noun clauses, and their use in reading, writing and oral skills. |
| FIELD EDUCATION ELECTIVE COURSES |
| Course Code and Title: | EEC050 Sensory Education in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Duyu kavramı duyuların gelişimi, algı gelişimi; duyusal sistemlerin işlevi; okul öncesi dönemde duyusal farkındalık, duyu eğitiminin gelişimdeki yeri ve önemi, duyusal farkındalığı destekleyici eğitim ortamlarının düzenlenmesi, materyaller ve kullanımı; duyu eğitiminde öğretmenin rolü, eğitim programında duyu odaklı etkinlikleri planlama, uygulama ve değerlendirme. |
| Course Code and Title: | EEC051 21st Century Literacies: Media and Technology |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | 21. yüzyıl becerileri ve bu becerileri, bu becerileri gerekli kılan unsurlar, 21. yüzyıl becerileri ve teknoloji arasındaki ilişki, yeni okuryazarlıklar; bilgi okuryazarlığı, bilgisayar okuryazarlığı, dijital okuryazarlık, eleştirel okuryazarlık, eleştirel dijital okuryazarlık, görsel okuryazarlık, medya okuryazarlığı, teknoloji okuryazarlığı, çocuklara yönelik medya araçları (çizgi filimler, reklamlar, bilgisayar oyunları, internet siteleri vb.) etkileri ve bu araçların analizi etme, uygun araçları belirleyebilme, medya ve teknoloji kullanımında roller; çocuğun, öğretmenin, ailenin ve toplumun rolleri, İnternet, sosyal medyanın bilinçli kullanımı, sosyal medyanın bireyler üzerindeki etkileri, medya ve internete yönelik hukuki haklar ve sorumluluklar (telif hakkı; kişilik hakkı; bilgi gizliliği; gizlilik ihlali), medyada dil kullanımı haberlerin değeri ve nitelik analizi; popüler kültür; medyada kadın ve erkek rolleri), tüketim kültürü ve reklamlar; medyada stereotipleştirme. |
| Course Code and Title: | EEC052 Different Approaches and Models in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Erken çocukluk eğitiminde farklı yaklaşımların nedeni, gelişim kuramları ve öğrenme, öğretme süreçleri ile yaklaşımların ilişkisi, farklı yaklaşımların (High Scope, ReggioEmillia, Montessori, Head Start, Proje Yaklaşımı, Waldorf, İlk Yıllar, Bank Street) programlarının gelişimi, amaçları ve kapsamları ile ilgili karşılaştırmalar yapmayı, erken çocukluk eğitim yaklaşımlarında ulusal ve uluslararası yaklaşımların birbirlerinin farklı ve benzer yönlerini incelemeyi ve okul öncesi eğitim programı ile bütünleştirmeyi ele almaktadır. |
| Course Code and Title: | EEC053 Movement Development and Education in Children |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Çocukta motor gelişimi ve özellikleri; hareket becerilerinin ve fiziksel yeteneklerin gelişimi; oyun ve hareket arasındaki ilişki; yaşlara göre hareket gelişimi, hareket gelişimine yönelik eğitim ortamlarının planlanması; okul öncesi eğitim programına uygun hareket etkinlikleri planlama, bu etkinliklerde teknolojiye yer verme ve değerlendirme. |
| Course Code and Title: | EEC054 Rhythm, Dance and Orff Education in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Müziğe ilişkin temel kavramlardan ritimsel algının gelişimi, ses, tempo gelişimi, bu kavramların gelişim alanları ile ilişkisi; eğitim ortamı düzenleme, ritim-ses-tempo ve dans çalışmaları, yaratıcı hareket ve dans, müzikli öykü, Orff yaklaşımı ile çalma, söyleme, dinleme, dans-hareket, kendini ifade etme, kendi müziğini oluşturma ve Orff aletlerini kullanabilme; okul öncesi eğitim programına uygun müzik etkinlikleri planlama, uygulama ve değerlendirme. |
| Course Code and Title: | EEC055 Early Childhood Education in Different Countries |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Farklı ülkelerde eğitim sistemi, farklı ülkelerde okul öncesi eğitimin tarihçesi, yaygınlığı, kurum türleri, program türleri, eğitim ortamları, aile katılımı, özel gereksinimli çocukların kaynaştırılması, okul öncesi eğitimde öğretmen yetiştirme sistemi, farklı ülkelerde erken çocukluk eğitiminde teknolojinin entegrasyonu ve kullanımı. |
| Course Code and Title: | EEC056 Creativity and Creative Children’s Activities in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Yaratıcılığın tanımı; yaratıcı düşünmeyi açıklayan kuramlar; yaratıcılığın boyutları; çocukta yaratıcılığın gelişimi; yaratıcılık ve zekâ ilişkisi; yaratıcılık ve sanat alanları; yaratıcı kişilik özellikleri, yaratıcılığı etkileyen etmenler, yaratıcılığın gelişiminde eğitimin rolü; yaratıcılığın değerlendirilmesi; okul öncesi eğitim programına uygun yaratıcı etkinlikler planlama, uygulama ve değerlendirme. |
| Course Code and Title: | EEC057 Language and Concept Development in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Dil gelişimi ve aşamaları; dil kazanımına ilişkin görüşler; dil ve konuşmanın fizyolojik temelleri; yaşlara göre kavram gelişimi, kavram gelişimine yönelik yaklaşımlar, kavramların sınıflandırılması; dilin semantik ögesinde kavramların yeri, örgütlenmesi ve düzenlenmesi; kavram ve dil gelişimindeki ilişki, değerlendirme, dil ve kavram gelişiminde teknolojinin rolü. |
| Course Code and Title: | EEC058 Museum Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Müzenin tanımı ve özellikleri, müzelerde sergileme; müze ve müze eğitimi; müze türleri; Türk müzeciliğinin gelişimi; dünyada müzeciliğin tarihine genel bir bakış; müze, sanat, kültür ve uygarlık ilişkisi; müze ve sanat eğitimi; müze ve toplum; müzelerin tarih bilincine katkısı; tarihi eserlere sahip çıkma; Dünyada ve Türkiye’de çağdaş müzecilik, sanal ve dijital müzeler. |
| Course Code and Title: | EEC059 Behavior Management in Children |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Çocuklarda olumlu ve olumsuz davranışları belirleme, tanımlama; olumlu davranışları desteklemeye, olumsuz davranışları söndürmeye yönelik teknikleri öğrenme; davranış yönetiminde öğretmen ve ebeveyn tutumları; davranış yönetimi için ev ve okul ortamlarının düzenlenmesi; sınıfta görülen problem davranışlara yönelik uygulama örnekleri geliştirme, değerlendirme. |
| Course Code and Title: | EEC060 Social Skills Education in Children |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Davranışın tanımı; olumlu ve olumsuz davranışlar; davranış gelişiminin kuramsal temelleri; sosyal becerilerin tanımı, sosyal becerilerin kazanılmasının önemi, değerler eğitiminin sosyal becerilerin kazanılmasındaki rolü; sosyal beceri eksikliğinin nedenleri, sosyal becerilerin kapsamı; problem davranışların tanımı, sosyal beceri ve problem davranış arasındaki ilişki, problem davranışların sınıflandırılması; problem davranışların tanımı, sosyal beceri ve problem davranış arasındaki ilişki, problem davranışların sınıflandırılması; sosyal beceri ve problem; sosyal beceri ve problem davranışlarda etkili olan faktörler; okul öncesinde sosyal beceri eğitim programı; okul öncesinde sosyal becerileri geliştirmeye ve problem davranışların azaltılmasına yönelik eğitim programı örnekleri hazırlama ve sunma; sosyal becerileri geliştirmeye problem davranışların azaltılmasına ilişkin eğitim programı örnekleri hazırlama. |
| Course Code and Title: | EEC061 Traditional Children’s Games in Early Childhood Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Halk biliminde geleneksel çocuk oyunları, bu oyunların eğitimsel, kültürel değeri, unutulmuş veya unutulmaya yüz tutmuş Türk kültüründeki çocuk oyunlarını hatırlama ve yeni nesillere aktarma; bu oyunların tanımı, önemi, kuralları, yetişkinlerle ve gruplarla oynanan geleneksel çocuk oyunları; geleneksel oyunlarının çocukların gelişim alanlarına etkisi; bu oyunları planlama ve uygulama. |
| Course Code and Title: | EEC062 Assessment of In-Class Learning |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Eğitimde kullanılan ölçme araçları ve özellikleri; geleneksel yaklaşımlara dayalı araçlar: Yazılı sınavlar, kısa cevaplı sınavlar, doğru-yanlış tipi testler, çoktan seçmeli testler, eşleştirmeli testler, sözlü yoklamalar; öğrenciyi çok yönlü tanımaya dönük araçlar: Gözlem, görüşme, performans değerlendirme, öğrenci ürün dosyası, araştırma kâğıtları, araştırma projeleri, akran değerlendirmesi, öz değerlendirme, tutum ölçekleri; öğrenci başarısının değerlendirilmesinde dikkat edilecek hususlar; öğrenme çıktılarının değerlendirilmesi ve not verme. |
| Course Code and Title: | EEC063 Children at Risk |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Risk faktörleri ve etkileri, risk faktörlerinin yarattığı çocuk grupları; sokakta yaşayan ve çalışan çocuklar, sektörlere bağlı çalışan çocuklar, parçalanmış aile çocukları, korunmaya muhtaç çocuklar, suça yönelmiş çocuklar, ihmal ve istismara uğrayan çocuklar, gelişimsel açıdan risk altındaki çocuklar, elverişsiz çevresel koşullarda yaşayan çocuklar ve özellikleri, eğitimlerindeki kritik unsurlar, alınabilecek önlemler; risk altındaki çocukların eğitimlerine yönelik Türkiye’de ve diğer ülkelerde uygulanan projeler. |
| Course Code and Title: | EEC064 Education of Hospitalized Children |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Hastanede yatan çocukları yaş gruplarına göre gelişim özellikleri, ilgi ve ihtiyaçları, ruhsal durumları; hastane personeli, çocuk ve aile arasındaki etkileşim; hastaneye hazırlayıcı eğitim, teşhis, tedavi ve ameliyata hazırlama; hastanede yatan çocuklara yönelik oyun, müzik, sanat, drama, matematik, hikâye vb. etkinlik planı hazırlama ve uygulama; hastane okulları ile ölümcül hastalığı olan çocuklar, aileleri ve personel arasındaki etkileşim. |
| Course Code and Title: | EEC065 Home-Based Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Learning the home-based early childhood education model through home-based early childhood education practices. This is a practice-based course. Each week, the teacher candidate prepares a home-based education program, carries out the prepared program with the mother through a home visit, and assesses the child. |
| Course Code and Title: | EEC066 Communication with the Child in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | This is a learning material that provides knowledge and skills on communication techniques with children and on preparing activities for conducting environmental relations. |
| Course Code and Title: | EEC067 – Teacher in Early Childhood Education |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Meslek olarak öğretmenliğini tarihsel süreçte gelişimi, tarihsel süreçte dünya ve Türkiye’de öğretmen eğitimi, öğretmen yetiştirme, öğretmenin toplumdaki yeri ve önemi, öğretmen eğitimi, öğretmenlik mesleğinin temel özellikleri, görev ve sorumlukları, öğretmenin etkileri (çocuklara, aileler, topluma), meslek olarak öğretmenlik; meslekleşme, örgütlenme, yasal dayanakları |
| Course Code and Title: | EEC068 – Environmental Education in Early Childhood |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Çevre eğitimiyle ilgili temel kavramlar; çevre eğitiminin önemi; okul öncesi dönemde çevre eğitimi; okul öncesi dönem çocukları için çevre eğitimi etkinlikleri planlama ve uygulama (doğada yaşayan canlılar, bitkiler, hava, toprak, su, geri dönüşüm, enerji tasarrufu, çevre kirliliği, doğal afetler vb.). |
| Course Code and Title: | EEC069 – Management and Leadership in Preschool Education Institutions |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Çevre eğitimiyle ilgili temel kavramlar; çevre eğitiminin önemi; okul öncesi dönemde çevre eğitimi; okul öncesi dönem çocukları için çevre eğitimi etkinlikleri planlama ve uygulama (doğada yaşayan canlılar, bitkiler, hava, toprak, su, geri dönüşüm, enerji tasarrufu, çevre kirliliği, doğal afetler vb.). |
| Course Code and Title: | EEC070 – Early Childhood Education Policies |
|---|---|
| Credits / ECTS: | Theoretical 3 Hours / Week – Practice 0 Hours / Week – Credit (Classical): 3 / ECTS; ECTS: 4 |
| Course Content: | Türkiye’de Öğretmen Yetiştirmenin Tarihçesi, Türk Eğitim Tarihinde Alternatif Bir Model: Köy Enstitüleri, 21. Yüzyıl Becerileri ve Öğretmenler, Okul Öncesi Öğretmenliğin Tarihçesi, Okul Öncesi Öğretmeni Özel Alan Yeterlilikleri, Erken Çocukluk Hizmetlerinin Kapsam ve Önemi, Erken Çocukluk Eğitimde Kalite, Okul Öncesi Eğitimin Sorunları ve Okullaşma, Erken Çocukluk Eğitimde Karar Vericiler, Erken Çocukluk Eğitimi ile ilgili Raporları İnceleme (MEB Şura, Kalkınma Planları, TEDMEM, AÇEV, ERG), Türkiye’de ve Dünyadaki (Finlandiya, Kore, Amerika, İngiltere) Erken Çocukluk Eğitimi Politikalarını Tanıma ve Bu Politikaların Eylem Planlarını İnceleme, , Erken Çocukluk Eğitimi Politikası Kapsamına Giren Konularda Ulusal ve Uluslararası Örnekleri ve Projeleri (Mobil Kreşler, 4 Yaş Grubu Huzurevinde vb.) İnceleme ve Günümüz Erken Çocukluk Eğitimine Yönelik Politikalar Belirleme ve Eylem Planları Hazırlama ve Sunma |
Next: Master’sMaster’s course contents.