TÜRKÇE
ENGLISH
Information
| Code | OKLS207 |
| Name | Sensory Education in Early Childhood |
| Term | 2022-2023 Academic Year |
| Semester | 3. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. EBRU DERETARLA GÜL |
| Course Instructor |
Prof. Dr. EBRU DERETARLA GÜL
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The importance, scope and activity preparation skills of sensory education in early childhood are to be gained.
Course Content
The importance of senses in early childhood and how the senses will be supported through activities
Course Precondition
none
Resources
1. Cömert Özata, S. (2015). Game Based Sensory Education in Preschool. Ankara: Nobel Academic Publishing. 2. Deretarla Gul, E. (2021). Sensory Education in Early Childhood. Ankara: Pegem Academy Publications.
Notes
Preschool Game Based Sensory Education
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Indicates developmental characteristics in early childhood. |
| LO02 | The importance of senses in the development of the child |
| LO03 | Gives examples of activities to support sensory education |
| LO04 | Indicates the importance of parents in sensory education |
| LO05 | Identify useful materials in sensory education |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the theories of development, learning, and education related to pre-school children. | 1 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains regulations, principles and education program about early childhood education. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains basic concepts related to Science and Mathematics. | |
| PLO04 | Yetkinlikler - Öğrenme Yetkinliği | Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. | 5 |
| PLO05 | Yetkinlikler - Öğrenme Yetkinliği | Uses family involvement strategies actively. | 1 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . | |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. | 3 |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. | 2 |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | Applies appropriate methods and techniques to support children´s development from all perspectives. | 2 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. | 3 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Modifies education settings to accommodate children with special needs and applies an inclusive education. | 1 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Uses information technology effectively to reach educational goals. | 1 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Takes an active role in individual and group activities and successfully finish the tasks. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. | 3 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. | 4 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Has necessary skills and knowledge in the fields of music, games and drama. | 2 |
| PLO19 | Bilgi - Kuramsal, Olgusal | Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. | 1 |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Sensory concept and development of the senses | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Attention and Perception development | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Function of sensory systems | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Sensory awareness | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | The place and importance of sensory education in development | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Organizing educational environments that support sensory awareness | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Examples of educational environments that support sensory awareness | Reading resources about the topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Teacher's role in sensory education | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Sensory education and the Montessori approach | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Planning, implementing and evaluating sensory-focused activities in the educational environment | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Sensory-focused activity examples in the educational environment | Reading resources about the topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 13 | Sensory education in a home environment | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Sensory education activity examples in home environment | Reading resources about the topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 15 | Sensory and physical exercise training for children with special needs | Reading resources about the topic | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 1 | 1 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 103 | ||
| Total Workload / 25 (h) | 4,12 | ||
| ECTS | 4 ECTS | ||