| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| - | OÖÖ403 | Turkish | Compulsory | 7. Semester | 3 + 0 | 3.0 | 4.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | face to face |
| Course Coordinator | Dr. Öğr. Üyesi Zeynep Seda ÇAVUŞ |
| Instructor(s) | Dr. Öğr. Üyesi Zeynep Seda ÇAVUŞ (Güz) |
| Goals | The aim of this course is to provide prospective teachers with knowledge and application skills regarding the basic elements of children's school readiness and school adaptation skills and early literacy skills. |
| Course Content | Definition of school readiness and factors affecting readiness; dimensions of primary school readiness (physical, social, emotional, cognitive, language, self-care skills), preparing activities for acquiring school readiness competencies; importance of literacy preparation studies in pre-school education, basic concepts, literacy approaches, factors affecting reading acquisition, development of literacy skills, early literacy, reading skills and their sub-fields; alphabet knowledge (pre-alphabet stage, logographic level, partial alphabet stage/semi-phonetic level, full alphabet stage, combined alphabet stage/pronunciation), phonological process skills (sound awareness, sound memory, sound use), oral language skills and vocabulary development; preparation for writing (print awareness), planning, implementation and evaluation of literacy preparation activities appropriate for the pre-school education program. |
| # | Öğrenme Kazanımı |
| 1 | Explains the definition and importance of early literacy skills. |
| 2 | Explains the sub-skills required for early literacy education. |
| 3 | Plans and implements activities that support early literacy skills |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Introduction, general information about the lesson plan and the lesson. | |
| 2. Week | What are early literacy skills and their importance? | |
| 3. Week | Alphabet information and examples of early literacy skills | Other Activities |
| 4. Week | Presentation and evaluation of activities related to alphabet knowledge | Preparation, After Class Study, Other Activities |
| 5. Week | The importance of phonological awareness skills and examples | Other Activities |
| 6. Week | Presentation and evaluation of activities for phonological awareness skills | Preparation, After Class Study, Other Activities |
| 7. Week | The importance of vocabulary and pronunciation skills and examples | Other Activities |
| 8. Week | Examples of original activities on writing skills and early literacy skills | Other Activities, Preparation, After Class Study |
| 9. Week | Midterm | Other Activities |
| 10. Week | Examples of original activities on writing skills and early literacy skills | Other Activities |
| 11. Week | Sharing examples of planning and implementing original early literacy activities | Preparation, After Class Study, Other Activities |
| 12. Week | Implementation of original activities planned by students and their evaluation by the entire class and the course instructor. | Other Activities |
| 13. Week | Implementation of original activities planned by students and evaluation by the entire class and the course instructor. | Other Activities |
| 14. Week | Implementation of original activities planned by students and evaluation by the entire class and the course instructor. | Other Activities |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Gains and applies early childhood basic knowledge. | ✔ | |||||
| 2 | Plans the educational process to support development and learning. | ✔ | |||||
| 3 | Organizes healthy, supportive and stimulating educational environments. | ✔ | |||||
| 4 | Uses active and alternative learning methods in early childhood. | ✔ | |||||
| 5 | Works in cooperation with family, school and society. | ✔ | |||||
| 6 | They are aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based, and reflect these theories to their practices. | ✔ | |||||
| 7 | Awares of the attitude, responsibility and ethical values related to the teaching profession and behaves accordingly. | ✔ | |||||
| 8 | Plans and implements the learning-teaching process effectively and evaluates it with appropriate measurement tools, taking into account the basic concepts, principles and characteristics of curricula. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods and instructional technologies in effective learning-teaching process design. | ✔ | |||||
| 10 | Follows the innovation, development and 21st century skills in the field of teaching profession and reflects these developments and skills to research and applications based on scientific principles. | ✔ | |||||
| 11 | Have the ability to use Turkish properly and effectively in accordance with the rules and to communicate well with students. | ✔ | |||||
| 12 | Demonstrates teaching attitudes and behaviors in accordance with Atatürk's Principles and Revolutions, democracy, human rights, and awareness of Turkish national, moral, moral and cultural values. | ✔ | |||||
| 13 | Knows at least one foreign language at a level to be able to follow the information in the field and communicate with colleagues. | ✔ | |||||
| 14 | Awares of the importance for the teaching profession of willingly and actively participating in the cultural, social, environmental, artistic and sports activities required to be an effective global citizen. | ✔ | |||||
| 15 | With a sense of social responsibility, it plans and implements projects and activities that aim to support the development of society by being sensitive to local and global events and developments. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 |
|---|---|---|---|
| PY1 | 5 | 5 | 5 |
| PY2 | 5 | 4 | 4 |
| PY3 | 5 | 4 | 3 |
| PY4 | 2 | 2 | 2 |
| PY5 | 5 | 2 | 2 |
| PY6 | 1 | 1 | 1 |
| PY7 | 1 | 1 | 1 |
| PY8 | 1 | 1 | 1 |
| PY9 | 5 | 2 | 3 |
| PY10 | 2 | 2 | 3 |
| PY11 | 2 | 2 | 3 |
| PY12 | 1 | 1 | 2 |
| PY13 | 1 | 2 | 2 |
| PY14 | 1 | 1 | 2 |
| PY15 | 2 | 3 | 5 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 14 | 3 | 42 |
|
Ders Dışı |
Preparation, After Class Study | 3 | 2 | 6 |
| Research | 3 | 2 | 6 | |
| Other Activities | 4 | 2 | 8 | |
|
Sınavlar |
Midterm 1 | 1 | 1 | 1 |
| Homework 1 | 5 | 2 | 10 | |
| Practice | 5 | 3 | 15 | |
| Classroom Activities | 5 | 3 | 15 | |
| Total Workload | 103 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 4.0 | ||
