| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Parent Participation In Preschool Educ | OOE 231 | 3 | 3 + 2 | 4 | 4 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Optional |
| Course Coordinator | Öğr.Gör. SARE ERGÜN |
| Course Lecturers | Öğr.Gör. SARE ERGÜN, |
| Course Assistants | Res.Assist. Mehmet KUMRU |
| Course Category | |
| Course Objective | Early childhood education; official-private pre-school-family collaboration in educational institutions, the importance of justifying factors, benefits, legal basis and relevant legislation, family involvement activities, family education and support programs, school-family-environment relationship is effective in creating social awareness school-family approach to facilitating the participation of and attitudes, family involvement, and species-school-family cooperation activities, special circumstances apply theoretical knowledge about crisis management and implementation of individual programs and gain skills. |
| Course Content | Early childhood family education, school official importance of cooperation between educational institutions and private pre-school, school-family collaboration that makes the necessary factors, the benefits of school-family collaboration, and related legislation, legal foundations for school-family collaboration, family involvement activities, family education and support programs, planning, implementation and evaluation of school-family collaboration of school and family duties and responsibilities, effective school-family-environment relations in creating social awareness development activities, facilitating the participation of school-family approach and attitudes, teacher-parent cooperation and participation of family types / events, special situations (trauma divorce, death, risk of six states) to apply individual programs and crisis management. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Early childhood education and family participation in school-family collaboration defines the basic concepts. | , , , | , , |
| 2 | Early childhood education institutions, official and private pre-school education and family participation in school-family cooperation and the legal basis of comments about the legislation. | , , , | , , |
| 3 | Early childhood education official and private pre-school education and family support programs in educational institutions perform. | , , , , , , , , | , , , , |
| 4 | Early childhood education in creating social awareness approach to facilitate effective participation of school-family-environment relationships and attitudes associates. | , , , , | , , , , |
| 5 | Early childhood education official and private pre-school education institutions, school-family collaboration, types of family involvement, and will organize events. | , , , , | , , |
| 6 | Early childhood education and family participation in school-family collaboration explores the work. | , , , , , , , , , | , , , |
| 7 | Early childhood education official and private pre-school education institutions, private and school-family collaboration and processes of family involvement in crisis situations according to the criteria evaluates individual program applications. | , , , , , | , , , |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Early childhood education institutions, official and private pre-school parent-teacher cooperation, the importance and benefits of justifying factors. | |
| 2 | Early childhood education in preschool education official school-family-specific legal basis of cooperation and related legislation. | |
| 3 | Early childhood family education institutions, private pre-accession to the official | |
| 4 | Early childhood family education institutions, private pre-accession to the official | |
| 5 | Official and private pre-school education institutions of early childhood family education and support programs being implemented in Turkey | |
| 6 | Official and private pre-school education institutions of early childhood family education and support programs being implemented in Turkey | |
| 7 | Official and private pre-school institutions, early childhood family education and support programs implemented around the world | |
| 8 | Official and private pre-school institutions, early childhood family education and support programs implemented around the world | |
| 9 | Formal early childhood special education in preschool education in creating effective school-family-environment relations of social consciousness | |
| 10 | Official-private pre-schools early childhood educational institutions to facilitate the approach to family involvement and attitudes. | |
| 11 | Official and private pre-school institutions, early childhood school-family collaboration and family involvement types / events | |
| 12 | Early childhood education pre-school education institutions, official and private individual program to be applied in special cases. | |
| 13 | Early childhood education, crisis management official and private pre-school educational institutions | |
| 14 | Participation in early childhood education programs, family education and family planning, implementation and evaluation. |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Teachers have information and high-level skills about teacher profession, cultured, basic science concerned concept, theory and practice. | X | |||||
| 2 | Pre-school educational institutions shall inform the relevant persons and related issues, thoughts and suggestions for solutions to problems in written and oral transfer. | X | |||||
| 3 | Teachers to have modern information and practice skills about preschool education and child development | X | |||||
| 4 | Teachers to prepare curriculum and activity plans in educational process. | X | |||||
| 5 | Teachers can characterize and crack problems of education. | X | |||||
| 6 | Teachers to use modern sciencetific methods and techniques for preschool education practice. | X | |||||
| 7 | Teachers to have interdisciplinary initiative and can team work and have creativity skills. | X | |||||
| 8 | At least one foreign language by using the European Language Portfolio level B1 to follow informations in the field pre-school education, monitors and communicates with colleagues. | X | |||||
| 9 | Teachers to have information and high level skills about fundamental science, schoolbook involving actual information, materials and other academic resources. | X | |||||
| 10 | Teachers (within the framework of ethical rules) to take measures about environment, health and work security in preschool education process. | X | |||||
| 11 | Earning of professional and ethical responsibility. | ||||||
| 12 | Being knowledgeable about the national and the international modern issues. | ||||||
| 13 | Teachers improve children´s skills to speak Turkish language fluently and true. | ||||||
| 14 | Teachers uses information and communication technologies at advanced level of European Computer User License, | ||||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ödev | 40 |
| 2. Ödev | 60 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 55 |
| 1. Final | 45 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 14 | 5 | 70 |
| Hours for off-the-classroom study (Pre-study, practice) | 2 | 3 | 6 |
| Mid-terms | 2 | 5 | 10 |
| Quiz | 2 | 6 | 12 |
| Performance Task (Application) | 1 | 5 | 5 |
| Final examination | 1 | 6 | 6 |
| Total Workload | 109 | ||
| Total Workload / 25 (Hours) | 4.36 | ||
| dersAKTSKredisi | 4 | ||