GAME DEVELOPMENT AND EDUCATION IN EARLY CHILDHOOD

Course Description

History, definition and characteristics of play in early childhood, importance, development, social role of play, educational and developmental values of play, theories of play (classical theories and modern theories), stages of play (cognitive play stages and social play stages) and types (physical/movement play, object play, imaginary play, language play, play with rules), contribution of play to cognitive and language, physical, social and emotional development; theories of play and stages of play, factors affecting play, supporting play, using play in recognizing and evaluating children and as an effective teaching method; definition and types of play-based assessment, use of play-based assessment, materials used in plays, contributions of toys, characteristics and types, importance of family participation in play, planning and implementation of play activities.

GAME DEVELOPMENT AND EDUCATION IN EARLY CHILDHOOD

Evaluation Tools (Active Term)

Course outcomes

1. 01 1. Understanding the importance of the game in terms of child's development, explaining the place and importance of the game in human life 4
2. 02 2. status of children's games in the World and Turkey, the growth and development stages of monitoring categorized 4
3. 03 3. Arranges and explains the stages of the game in parallel with the child's development.
4. 04 4. Summarizing the types of games and the factors that affect the game 4
5. 05 5. Combine and compare the relations of the game with all developmental areas 4
6. 06 6. Examines and classifies the features of games and toys in Turkish culture with games in different cultures 3

Course Syllabus

Reference Books & Course Materials

1. 01 Dönmez Baykoç., N. (1992). Oyun Kitabı, İstanbul: Esin Yayınevi. Tuğrul, B. (2014). Oyunun Gücü, Her Yönüyle Okul Öncesi Eğitim 3, (Ed: Akyol,K.A.,Aksoy, A.B), Ankara: Hedef Yayıncılık, 209-230.
2. 02 Pehlivan, H. (2014). Oyun ve Öğrenme, 4. basım, Ankara: Anı Yayıncılık.
3. 03 Parlakyıldız, B. (2018). Erken çocukluk döneminde problem çözme ve beyin fırtınası, Bölüm IV, Erken çocuklukta öğrenme yaklaşımları, (Ed: A.Gürol), Efeakademi Yayınları, 97-124.
4. 04 Parlakyıldız, B. (2018). Erken çocukluk döneminde problem çözme ve beyin fırtınası, Bölüm IV, Erken çocuklukta öğrenme yaklaşımları, (Ed: A.Gürol), Efeakademi Yayınları, 97-124.

Learning Outcomes

No learning outcomes have been defined.

Program Outcomes

1. P01 1. To be able to plan the education process in order to support development areas
2. P02 2. To be able to organize educational environment
3. P03 3. To be able to select, use and prepare material
4. P04 4. To be able to conduct training activities
5. P05 5. To be able to communicate with families and to ensure family participation and to have the necessary equipment to carry out family education activities
6. P06 6. Developing the ability to express oneself through words, body and art
7. P07 7. To develop awareness about the use of information technologies in daily life
8. P08 8. To be able to research, discover and produce alternative solutions, to create original products, to develop aesthetic awareness and selectivity skills
9. P09 9. To have the necessary equipment to evaluate the education program and the development of children
10. P10 10. Develop effective communication skills through effective listening, empathy, self-expression and use of information technologies.
11. P11 11. To have the necessary equipment in order to support the process of cooperation with school, family and community in order to support preschool education process.
12. P12 12. To support the development of children and ensure the continuity of education in order to ensure professional development practices

Po-Lo Matrix

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