TÜRKÇE
ENGLISH
Information
| Code | SNFS226 |
| Name | Childrens Literature |
| Term | 2024-2025 Academic Year |
| Semester | 4. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi ZEKİYE ÇAĞIMLAR |
| Course Instructor |
1 |
Course Goal / Objective
To introduce the history of children's literature, children's literature products and genres, to make students understand the characteristics that children's literature products should have according to age levels.
Course Content
The history of children's literature, the types of children's literature products, the characteristics they should have in terms of form and content, the characteristics of books according to age groups, important authors and works who have produced children's literature works in world and Turkish literature constitute the content.
Course Precondition
none
Resources
Çocuk Edebiyatı Ayfer Şahin
Notes
Articles and other books on the subject
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | defines child psychology |
| LO02 | explains child psychology |
| LO03 | explains the developmental level of children according to age groups |
| LO04 | explains the characteristics of children's literature types according to age groups |
| LO05 | lists children's literature |
| LO06 | Understands and explains the importance of literature in the cultural development of the child |
| LO07 | Explains the importance of literary works in the child's language development |
| LO08 | Knows and conveys the perspective of the child from past to present and the products given in line with this perspective. |
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. | |
| 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). | |
| 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. | 2 |
| 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. | |
| 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. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | |
| 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. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 2 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 1 |
| 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. | |
| 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. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | |
| 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. | 3 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 3 |
| 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. | 2 |
| 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 | the course is introduced | no preparation | Öğretim Yöntemleri: Anlatım |
| 2 | child concept and child psychology discusses | recommended articles and books are read as read | Öğretim Yöntemleri: Anlatım, Tartışma |
| 3 | The authors of well-known children's literature are told | recommended articles and books are read as read | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama |
| 4 | explain the form and content characteristics of children's literature products | recommended articles and books are read as read | Öğretim Yöntemleri: Anlatım, Gösterip Yaptırma |
| 5 | types of children's literature | recommended articles and books are read as read | Öğretim Yöntemleri: Gösterip Yaptırma, Beyin Fırtınası |
| 6 | The effect of literature on the development of the child in the relationship of literature child is told | recommended articles and books are read as read | Öğretim Yöntemleri: Soru-Cevap, Alıştırma ve Uygulama, Anlatım |
| 7 | The importance of children's literature products for children | recommended articles and books are read as read | Öğretim Yöntemleri: Tartışma, Gösterip Yaptırma |
| 8 | Mid-Term Exam | exem | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | content and form characteristics of children's hereditary products according to age groups | recommended articles and books are read as read | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 10 | discuss the content characteristics of children's novels | recommended articles and books are read as read | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama |
| 11 | describe the characteristics of children's novels | recommended articles and books are read as read | Öğretim Yöntemleri: Anlatım, Gösterip Yaptırma |
| 12 | discusses the features of children's stories | recommended articles and books are read as read | Öğretim Yöntemleri: Anlatım, Örnek Olay |
| 13 | content characteristics of children's stories | recommended articles and books are read as read | Öğretim Yöntemleri: Alıştırma ve Uygulama, Gösterip Yaptırma |
| 14 | discuss the language and narrative features of fairy tales | recommended articles and books are read as read | Öğretim Yöntemleri: Anlatım, Gösteri |
| 15 | discuss the form and content characteristics of children's poems | recommended articles and books are read as read | Öğretim Yöntemleri: Tartışma, Gösteri |
| 16 | Term Exams | exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | exam | 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) | 7 | 1 | 7 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 80 | ||
| Total Workload / 25 (h) | 3,20 | ||
| ECTS | 3 ECTS | ||