ENVIRONMENTAL EDUCATION IN EARLY CHILDHOOD

Course Description

This course introduces key concepts and principles of environmental science and ecology relevant to early childhood education. Topics include ecosystems, food chains and webs, habitats, competition, symbiosis, energy flow, and matter cycles. Students explore issues such as population growth, erosion, soil and water conservation, ecological impact, and environmental awareness. The course also examines major global and local environmental initiatives, institutions, and organizations. Emphasis is placed on integrating environmental education into primary and early childhood curricula, fostering ecological consciousness, and promoting sustainable behaviors in young learners. Students gain an understanding of global ecosystems—terrestrial and aquatic—and develop awareness of ecological balance, resource limitations, and the concept of the ecological footprint.

ENVIRONMENTAL EDUCATION IN EARLY CHILDHOOD

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 -
2. 02 -
3. 03 -
4. 04 -
5. 05 -
6. 06 -
7. 07 -
8. 08 -
9. 09 -
10. 10 -

Course Syllabus

Reference Books & Course Materials

1. 01 Bozkurt O. (2012). Çevre Eğitimi. Pegem Akademi, Ankara
2. 02 Özdemir, O. (2016). Ekolojik Okuryazarlık Ve Çevre Eğitimi. Pegem Akademi, Ankara.
3. 03 Kahriman-Pamuk, D. (2019). Erken Çocukluk Döneminde Çevre Eğitimi Ve Sürdürülebilirlik. Anı Yayıncılık, Ankara.
4. 04 Önder, A. Ve Özkan, B. (2013). Sürdürülebilir Çocuk Gelişimi: Okul Öncesinde Etkinliklerle Çevre Eğitimi. Anı Yayıncılık, Ankara.

Learning Outcomes

No learning outcomes have been defined.

Program Outcomes

1. P01 To define current knowledge about special education, teaching as a job, general culture and basic sciences
2. P02 To share results of the evaluation with parents and administration after evaluating levels of students prior to teaching; to prepare and to use individualized education plan based on the results.
3. P03 To use skills and knowledge in job and daily life with considering formal and ethical rules.
4. P04 To use information and communication technologies together with computer software required by the field. (European Computer Driving License”, Advanced Level)
5. P05 To suggest solutions in unexpected situations about special education and teaching as a job.
6. P06 To use skills about self-regulation, learning to learn, critical thinking and creative thinking.
7. P07 To examine and produce new scientific products about special education and teaching as a job.
8. P08 To participate in seminars, conferences, workshops etc. about special education by developing positive attitudes towards life-long learning.
9. P09 To follow new knowledge about special education and teaching as a job and to study in collaboration with colleagues.
10. P10 To be able to follow information in the field and communicate with colleagues by using a foreign language (European Language Portfolio Global Scale”, Level B1).
11. P11 To prepare, apply and administer plans and projects about special education by considering students? socio-economic situations and cultural environment. To share results with society.
12. P12 To use effective communication skills when studying with individuals in special education needs, their families and other experts.
13. P13 To use skills and knowledge to increase social acceptance of individuals in special education needs and to teach communication and social skills.
14. P14 To use values about universal nature of social rights, social justice, quality culture, preserving cultural values, health in work and environmental protection in job and daily life.
15. P15 To make changes in line with all features of students and their needs.

Po-Lo Matrix

The PO-LO matrix has not been populated yet.