Rapor Tarihi: 24.02.2026 07:20
| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Life Skills in Early Childhood | OÖÖ 512 | Turkish | Compulsory | 3 + 0 | 3.0 | 6.0 |
| Prerequisite Courses | |
| Course Level | Graduate |
| Mode of delivery | Presentation, Discussion, Presentation, and Group work |
| Course Coordinator | Dr. Öğr. Üyesi Zeynep TOPCU BİLİR |
| Instructor(s) | Dr. Öğr. Üyesi Zeynep TOPCU BİLİR (Güz) |
| Goals | The aim is to examine the theoretical foundations of life skills in early childhood, their relationship with developmental processes, and how they can be supported in educational settings. The goal is for students to be able to plan programs aimed at developing life skills and evaluate examples of their implementation. |
| Course Content | The course examines the concept of life skills and life skills based educational practices, the components of life skills, national and international studies on life skills education in early childhood. |
| # | Öğrenme Kazanımı |
| 1 | Explains the theoretical foundations of life skills. |
| 2 | EExplains the developmental importance of life skills in early childhood. |
| 3 | relates life skills to social-emotional, cognitive, and self-regulation skills. |
| 4 | Designs educational programs aimed at imparting life skills |
| 5 | Develops examples of activities that support life skills in early childhood. |
| 6 | Recognizes and applies tools for measuring and evaluating life skills. |
| 7 | Discusses the contribution of family and teacher collaboration to the development of life skills. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | The concept of life skills: Definition, importance, and historical development | Preparation, After Class Study, Research, Interview |
| 2. Week | Theoretical approaches to life skills | Preparation, After Class Study, Research, Presentation (Preparation) |
| 3. Week | The developmental foundations of life skills in early childhood | Preparation, After Class Study, Research, Presentation (Preparation) |
| 5. Week | Classification of life skills | Preparation, After Class Study, Research, Presentation (Preparation) |
| 6. Week | The relationship between social-emotional learning and life skills | Preparation, After Class Study, Research, Interview, Presentation (Preparation) |
| 7. Week | Incorporating life skills into early childhood education programs | Preparation, After Class Study, Research, Interview, Presentation (Preparation) |
| 8. Week | Classroom environment and teacher roles that support life skills | Preparation, After Class Study, Research, Interview |
| 9. Week | Family involvement and supporting life skills in the home environment | Preparation, After Class Study, Research, Interview, Presentation (Preparation) |
| 10. Week | Life skills education in a cultural context | Preparation, After Class Study, Research, Interview |
| 11. Week | Assessment and evaluation of life skills | Preparation, After Class Study, Research, Other Activities, Presentation (Preparation) |
| 12. Week | Review of national and international life skills education programs | Preparation, After Class Study, Research, Presentation (Preparation) |
| 13. Week | Current research and practical examples in life skills education | Preparation, After Class Study, Research, Interview, Presentation (Preparation) |
| 14. Week | General evaluation and project presentations | Preparation, After Class Study, Research, Interview, Presentation (Preparation) |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 2 | Understands the interaction between the field and related disciplines. | ✔ | |||||
| 2 | Understands the interaction between the field and related disciplines. | ✔ | |||||
| 3 | Utilizes theoretical and practical knowledge acquired at the expertise level in the field. | ✔ | |||||
| 5 | Critically evaluates knowledge related to the field and directs learning processes. | ✔ | |||||
| 6 | Systematically conveys developments in the field and personal studies in written, oral, and visual formats. | ✔ | |||||
| 6 | Systematically conveys developments in the field and personal studies in written, oral, and visual formats. | ✔ | |||||
| 7 | Uses information and communication technologies at an advanced level as required by the field. | ✔ | |||||
| 8 | Collects, interprets, concludes, applies, and shares data related to the field while adhering to ethical values. | ✔ | |||||
| 9 | Develops diverse perspectives, formulates policies, plans, and evaluates outcomes within the framework of quality standards in field-related matters. | ✔ | |||||
| 10 | Internalizes the knowledge gained in the field, transforms it into skills, and applies it in interdisciplinary studies. | ✔ | |||||
| 10 | Internalizes the knowledge gained in the field, transforms it into skills, and applies it in interdisciplinary studies. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | DK7 |
|---|---|---|---|---|---|---|---|
| PY2 | 5 | 5 | 5 | 4 | 4 | 4 | 4 |
| PY3 | 4 | 4 | 5 | 4 | 4 | 4 | 1 |
| PY5 | 4 | 4 | 5 | 4 | 3 | 2 | 5 |
| PY6 | 3 | 3 | 5 | 5 | 5 | 5 | 5 |
| PY7 | 2 | 2 | 3 | 3 | 3 | 4 | 2 |
| PY8 | 4 | 4 | 5 | 5 | 5 | 5 | 5 |
| PY9 | 3 | 4 | 3 | 4 | 3 | 3 | 4 |
| PY10 | 4 | 4 | 4 | 4 | 5 | 4 | 5 |
| Ders Kitabı veya Notu | |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 1 | 3 | 3 |
|
Ders Dışı |
Preparation, After Class Study | 3 | 6 | 18 |
| Research | 14 | 5 | 70 | |
| Interview | 14 | 2 | 28 | |
| Presentation (Preparation) | 1 | 3 | 3 | |
|
Sınavlar |
Homework 1 | 1 | 8 | 8 |
| Homework 2 | 1 | 8 | 8 | |
| Final | 1 | 9 | 9 | |
| Classroom Activities | 2 | 3 | 6 | |
| Total Workload | 153 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 6.0 | ||
