TÜRKÇE
ENGLISH
Information
| Code | SNFS221 |
| Name | Children at Risk and Education |
| Term | 2023-2024 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. FİLİZ YURTAL |
| Course Instructor |
1 |
Course Goal / Objective
To provide students with information about the characteristics and education of child groups at risk.
Course Content
Groups of children at risk; characteristics and education of street children, working children, divorced family children, single parent children, children in need of protection, delinquent children, socio-economically disadvantaged children
Course Precondition
None
Resources
Seçer, Z. (2018). Children at Risk and Their Education. Educator Book Publishing, Ankara.
Notes
Polat, O. (2007). Child Abuse in All Its Dimensions 1, Definitions. Istanbul: Seçkin Publishing. Polat, O. (2001). Children and Violence. Istanbul: Der Publications. Yavuzer, H. (2001). Child and Crime. Istanbul: Remzi Bookstore. Akbas, T. (2002). Working Children Living on the Streets, Findings and Solution Examples, Prime Ministry General Directorate of Family and Social Research. Turkiye Klinikleri Journal of Pediatric Sciences. (2008). Volume 4, Issue 6 Special Issue on Children at Risk. Clemens Bartollas, Frank Schmalleger (2017). Juvenile Delinquency. Ankara: Nobel. Working Children Living on the Streets, Detections and Solution Examples, Prime Ministry General Directorate of Family and Social Research, 2004 Akbaş, T., 2002. Sexual Harassment Against Children and Protective Education, Journal of Çukurova University Faculty of Letters, Vol:2, Issue:19,1-8 Argun, Y. , 2003, Emotional Abuse of Children and Aids, Journal of Education as Living, Issue: 78, 31-35 Asma, T. 2002, The Place of Child Neglect and Abuse in Our Law, Çoluk Çocuk Dergisi, Issue: 15, 34 Çubukçu, Z., 2004, The Effects of Violence in Educational Institutions on Child Development, Çoluk Çocuk Dergisi, Issue: 43, 25 Dilbaz, N. ,2004 , Sexual Abuse, Çoluk Child Magazine, Issue: 38, 22-25 İzmirli, M. Sur, H., Polat, N. 2000, The Case of Beating and Child Abuse, Journal of Child Forum, Vol:3, Issue: 1, 37
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Knows the characteristics of children at risk. |
| LO02 | Knows to identify children at risk. |
| LO03 | Knows the environments in which children at risk are educated. |
| LO04 | Knows the educational problems experienced by children at risk. |
| LO05 | Knows the social problems experienced by children at risk. |
| LO06 | Knows the family problems experienced by children at risk. |
| LO07 | Know the personal problems experienced by children at risk. |
| LO08 | Knows the additional services applied to children at risk. |
| LO09 | He /she becomes aware of the projects carried out in our country regarding children at risk. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | 1 |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans, implements and evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 4 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 2 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 3 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 2 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | 5 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 2 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | 3 |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 4 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 4 |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | 5 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introducing the Aim of the Course and Introduction to Basic Concepts | No preparation | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Risk factors and their effects, children groups created by risk factors; | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | The situation of children at riskin the world and in Turkey | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Children with Screen Addiction and Their Education | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Gender Inequality and Education of Children, | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Children and Education of Seasonal Agricultural Worker Families, | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Abused and Neglected Children and Their Education I | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Abused and Neglected Children and Their Education II | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Children with Substance Addiction and Their Education | Reading | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 11 | Street Children and Their Education, | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Children Directed to Crime and Their Education | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Developmentally at risk children | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Migration and children | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Examining the situation of children at riskin terms of children's rights | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Term Exams | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Term Exams | 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 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||