ECE220 PHYSICAL EDUCATION AND GAMES
| Course Code: | 4110220 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (2.00 - 2.00) |
| 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: | Spring Semesters. |
Course Objectives
The focus of this course is the development of the general knowledge about movement/physical education and games. Specifically learning and teaching process of movement skills, designing and applying movement activities for young children will be covered. At the end of the semester, students should be able to:
1. Understand the meaning and purpose of movement/PE.
2. Apply methods for planning movement/PE activities for young children.
3. Analyze the components of an environment that support movement/PE activities for young children.
4. Recognize teacher’s/parent’s roles in enhancing movement/PE for physical skills.
Course Content
Movement education in early childhood education centers; the characteristics of gymnasium where the programs will be performed; facilities/equipment and their areas; exercises with equipment, programs, games. Exercises that are suitable to 3-6 year old children`s movement development; games that are preparatory to sport games, musical games and practice. The teaching methods of movement education in early childhood. The basic principles in game education and teaching.
Course Learning Outcomes
1. Understand the meaning and purpose of movement/PE.
a. Describe how movement/PE contributes to the total development of young children.
b. Discuss the movement/PE ideas and expressions beneficial for young children.
c. Prepare lesson plans reflecting an understanding of the skills and knowledge required for teaching movement/PE to young children.
2. Apply methods for planning movement/PE activities for young children.
a. Summarize the role of movement/PE for enhancing a variety of subjects.
b. Outline movement/PE vocabulary to be used with young children.
c. Describe strategies for integrating movement/PE into the curriculum.
3. Analyze the components of an environment that support movement/PE activities for young children
a. Describe an environment that provides children with a wide range of movement/PE experiences.
b. Discuss the role of materials in the environment for movement/physical skills.
c. Describe time allocation need for movement/physical activities.
4. Recognize teacher’s/parent’s roles in enhancing movement/PE for physical skills.
a. Explain teacher’s roles in supporting movement/PE in the classroom.
b. Summarize parent’s roles in encouraging movement/PE at home.
c. Describe how to assess children’s movement/physical skills.
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