ECE480 SCHOOL READINESS AND TRANSITION TO ELEMENTARY SCHOOL
| Course Code: | 4110480 |
| METU Credit (Theoretical-Laboratory hours/week): | 2 (2.00 - 0.00) |
| ECTS Credit: | 4.5 |
| Department: | Early Childhood Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. HASİBE ÖZLEN DEMİRCAN |
| Offered Semester: | Fall Semesters. |
Course Objectives
1) comprehend the school readiness
2) evaluate the emergent literacy in terms of school readiness
3) show concern for different perspectives on starting school.
4) analyze the elementary school curriculum.
5) propose an action plan supporting children, teachers and families in transition period from preschool to elementary school.
Course Content
Definition of school readiness and contributing factors, different domains of school readiness; being physically, socially, emotionally, and cognitively ready to school, construction of classroom activities supporting healthy transition to elementary school. Examination of Elementary school curriculum and its comparison with early childhood education curriculum. Supporting young childrens emergent literacy skills, and assessment of school readiness.
Course Learning Outcomes
- describe what school readiness is
- define different domains of school readiness
- distinguish the different theoretical standpoints of school readiness
- describe the importance of emergent literacy
- differentiate between the emergent literacy and reading readiness
- produce activities for developing emergent literacy
- figure out the children's perspectives on starting school
- interpret the family's perspectives on starting school
- estimate the educator's perspectives on starting school
- characterize the main features of elementary school curriculum
- compare elementary school curriculum with preschool curriculum
- differentiate between elementary school curriculum and preschool curriculum
- create activities that provides a smooth transition period from preschool to elementary school
- generate strategies to overcome the challenges of transition process
- perform activities that will support smooth transition process.
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