ECE440 GENDER EQUITY IN EARLY CHILDH.&ELEMENTARY EDUC.
| Course Code: | 4110440 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 6.0 |
| Department: | Early Childhood Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Prof.Dr. FEYZA ERDEN |
| Offered Semester: | Fall or Spring Semesters. |
Course Objectives
Course Content
Introduction of the theories and empirical research in the field of gender equity in education. Analysis of sources of the gender differentiation in early childhood and elementary classrooms. Discussion of gender equity in the classrooms.
Course Learning Outcomes
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