ECE215 PLAY IN EARLY CHILDHOOD
| Course Code: | 4110215 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 5.0 |
| Department: | Early Childhood Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. SERAP SEVİMLİ ÇELİK |
| Offered Semester: | Fall Semesters. |
Course Objectives
By the end of this course, the students will
- comprehend the theories of children’s play
- recognize the role of play for children’s whole development (i.e., physical, emotional, social, language and cognitive development domains)
- know different types of play,
- know strategies to plan safe and healthy play environments for young children,
- understand the strategies of observing play
Course Content
Description, importance and social role of play. Factors affecting play, different phases of play parallel to child development, ways to encourage play, diagnosing behavioral disorders through play.
Course Learning Outcomes
Student, who passed the course satisfactorily will
- be able to name and describe classical play theories
- be able to name and describe modern play theories
- be able to describe the role of play in children’s growth and development.
- be able to explain how play influences children’s whole development.
- be able to assess children’s development through specific observations of children’s play activities.
- be able to describe different types of children’s play.
- be able to contrast different types of play such as social play and cognitive play.
- be able to plan and carry out activities which support play for young children.
- be able to select and evaluate materials for play and learning and adapt environments to meet the needs of young children.
- be able to describe how to observe children’s play.
- be able to analyze and synthesize observation records on children’s play.
- be able to evaluate observations in many respects like the role of adults and children.
- be able to provide suggestions for a qualified play activity for preschoolers through investigations.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | To have the knowledge about 0-72 month old children's cognitive, motor, language, social and emotional development and self help skills and to be able to make applications to support this area. | ✔ | |||
| 2 | To be able to take measures for the protection of children's health. | ✔ | |||
| 3 | To know the importance of game in pre-school education and to support the education and development of the child through play. | ✔ | |||
| 4 | To recognize the pre-school education institutions in the scope of the purpose, structure and functioning of the Turkish education system. | ✔ | |||
| 5 | To have information about classroom management approaches to be used in educational environments and to effectively implement these approaches. | ✔ | |||
| 6 | To have information about international programs that are applied in the field of pre-school education and to use these programs' aspects that are appropriate to our culture in classroom practice. | ✔ | |||
| 7 | To be able to conduct research in the field of pre-school education and analyze and interpret research findings. | ✔ | |||
| 8 | To be able to prepare, implement and evaluate Turkish, science, math, art, music, movement, games, reading and writing preparation and field trip activities that support different areas of development (cognitive, motor, language, self-care, social and emotional) of pre-school children and can be planned as individual, small group, large group and integrated groups. | ✔ | |||
| 9 | To be able to use and to allow students to use audio-visual teaching materials appropriate for pre-school age children for their development. | ✔ | |||
| 10 | To be able to take responsibility and to fulfill these responsibilities in individual and group work. | ✔ | |||
| 11 | To understand the importance of family involvement in children's education and to plan activities related to family involvement. | ✔ | |||
| 12 | To have knowledge about literary genres prepared for pre-school children and to examine existing publications in terms of literary and artistic perspectives. | ✔ | |||
| 13 | To have knowledge about the importance and purpose of the use of formal and informal assessment methods appropriate for the age level and developmental level of pre-school children, and to apply and interpret different evaluation methods and to be able to interpret findings. | ✔ | |||
| 14 | To be able to follow/access, understand and question scientific publications for pre-school education. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution