| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Culture Of Chıldren´S Lıterature and Researchs | OOE 230 | 4 | 2 + 4 | 4 | 4 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Prof.Dr. SUAT KOL |
| Dersi Verenler | |
| Dersin Yardımcıları | Arş. Gör. Mehmet KUMRU |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The aim of this course; 1. Examples of studies conducted in Turkey and worldwide recognition in the field of children´s literature. 2. Fit for children is to acquire the ability to choose the works. |
| Dersin İçeriği | The role of the book in child life.Development of children´s literature in Turkey. Development of children´s literature in world. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | The location of the book describes the life of the child. | Lecture, Question-Answer, Discussion, | Testing, |
| 2 | İmportance of qualitive children books during the early chilhood and function of child liteature for growing up children who have reading habit and thinkful people | Lecture, Discussion, Drilland Practice, Role Playing, Brain Storming, | Testing, Homework, |
| 3 | Examples of children´s literature compares the development of Turkey and the world. | Brain Storming, Case Study, Self Study, | Testing, |
| 4 | The story describes the features and biographies, examples of comments. | Self Study, | Homework, Performance Task, |
| 5 | Features to be included in the child literature (design, content and educational), examines. | Lecture, Drilland Practice, Role Playing, Self Study, | Testing, Homework, |
| 6 | Shows examples of unqualified children´s books, they discuss the negative effects. | Motivations to Show, Simulation, Case Study, Problem Solving, | Homework, |
| 7 | Examines the suitability of the books read by children and their children according to age groups which makes the development of studies to determine the contribution. | Discussion, Drilland Practice, Self Study, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | The book describes the life of the child´s place | |
| 2 | İmportance of qualitive children books during the early chilhood and function of child liteature for growing up children who have reading habit and thinkful people | |
| 3 | Development of children´s literature in Turkey. | |
| 4 | Development of children´s literature in world. | |
| 5 | Features to be included in the child literature (design, content and educational), examines. | |
| 6 | Shows examples of unqualified children´s books, they discuss the negative effects. | |
| 7 | It teaches teacher candidates; suitibality of books for childrens age groups and affects of these books to the children according to their age groups | |
| 8 | Deciding contribution of novels things (epics, story, poem..)to children development | |
| 9 | Children´s novel examining of examples | |
| 10 | Children´s novel examining of examples | |
| 11 | Properties of poem and examining of examples | |
| 12 | Properties and examples of nursery rhyme, conundrum | |
| 13 | Memoirs and dramatizasyonların properties and examination of the samples | |
| 14 | Practise of classroom activities |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | [1] Çılgın Alev Sınar. 2007. Çocuk Edebiyatı. Morpa Yayınları |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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. | ||||||
| 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. | X | |||||
| 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, | ||||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 | PÇ 13 | PÇ 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | The location of the book describes the life of the child. | ||||||||||||||
| 2 | İmportance of qualitive children books during the early chilhood and function of child liteature for growing up children who have reading habit and thinkful people | ||||||||||||||
| 3 | Examples of children´s literature compares the development of Turkey and the world. | ||||||||||||||
| 4 | The story describes the features and biographies, examples of comments. | ||||||||||||||
| 5 | Features to be included in the child literature (design, content and educational), examines. | ||||||||||||||
| 6 | Shows examples of unqualified children´s books, they discuss the negative effects. | ||||||||||||||
| 7 | Examines the suitability of the books read by children and their children according to age groups which makes the development of studies to determine the contribution. |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 50 |
| 1. Kısa Sınav | 20 |
| 1. Ödev | 10 |
| 1. Performans Görevi (Seminer) | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 6 | 96 |
| Mid-terms | 1 | 3 | 3 |
| Quiz | 1 | 1 | 1 |
| Assignment | 1 | 1 | 1 |
| Performance Task (Application) | 1 | 1 | 1 |
| Performance Task (Seminar) | 1 | 1 | 1 |
| Final examination | 1 | 7 | 7 |
| Toplam İş Yükü | 110 | ||
| Toplam İş Yükü / 25 (Saat) | 4,4 | ||
| dersAKTSKredisi | 4 | ||