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Major approaches to and basic principles of early childhood education, educational environments, development of fundamental skills, impact of mass media and early childhood education, teacher education and school/family collaboration.

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Defining mother and child health, factors affecting their health in the community, growth and development, common diseases in childhood: diarrhea, upper respiratory infections, infectious diseases such as hepatitis, meningitis and parasites; immunization; common accidents in childhood and preventive care; drug usage, emergencies and special applications; health problems of women in different periods of lifetime, sexual maturation, major issues related to menopause and aging.

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Starting from the prenatal development, human lifespan will be discusses in terms of physical, social, cognitive and eminotal developmental domains.Theories of child development
and key scholars contributions to the field will also be emphasized throughout lectures. Participant will explore the extent of the relationhship between the environment and genes and how this relationship affects family and school life. Current debates surronding the child the child development issues will be discussed in light of the recent research findings.

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Description, theories and principles of development, the factors affecting development, pre-natal ,birth and post-natal periods, cognitive development.

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Theories ,background information, approaches and principles of motor development. Phases of motor development: reflexive, rudimentary, fundamental and sport related movement phases. Correlates of motor development, physical abilities, self-concept and perceptual motor development.

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Basic principles of human anatomy and the fundamental mechanisms of human physiology. Structure and the functions of human body, its organization, regulation and maintenance systems, support, movement and integration-control systems, nervous system, hormones.

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Fundamental concepts and principles of nutrition. Components of nutrients, enrichment of nutrients with respect to nutrient value, nutrition of pregnant and lactating women, malnutrition, energy balance, nutrient requirements during pregnany, malnutrition in children, nutrition of 0-6 year old children and hygienic rules in preparation of food.

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Practice once a week or two half days a week in early childhood centers during a semester.

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Exploration of the research and stages of language and literacy development in early childhood. Study of the theories and developmental milestones in language and literacy development. The factors which have positive and negative effects on language and literacy development, concept development, memory, thought and language relations, the concept of emergent literacy, preparation for reading, activities improving language and literacy development.

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The importance of books for the growing child, development of childrens literature in the world and Turkey; characteristics of childrens publications; stories, folk tales, fairy tales, fable, biography, poem, riddle, etc.

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Definition of drama, comparison of different types of drama, history of educational drama, importance of play and drama in the development and education of child, drama techniques, integration of pedagogic drama into daily and weekly plans in the early childhood education

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Logico-mathematical and spatio-temporal learning by the child`s own experience with objects (learning by discovery), creating and inventing relationships between objects and symbols and resulting integration and reorganization of ideas by the child. Spatial relations, time concepts, number concepts, one-to-one correspondence, comparing sizes, comparing amounts, comparing and evaluating different points of view, classification, seriation, conservation.

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Importance of science and nature in early childhood education. Methods of teaching science and nature concepts in early childhood, construction of concept maps and hands on activities; basic concepts in science and nature; living-nonliving concepts; distinction of sky and space; basic events about heat and light.

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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.

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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.

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Introduction of the contemporary theory, research, and methods relevant to understanding social and emotional development during childhood.

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Basic concepts in curriculum development and its processes; development of lesson plan, unit plan, annual and daily plan; selection of content and organization. Teaching methods and strategies; properties of materials and their selection; measurement and evaluation; types of tests; developing achievement tests.

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Analysis of a wide range of early childhood curriculum models with an emphasis on various topics including goals, environment, roles of teachers and families, materials, along with evaluation of children

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Different topics such as data collection, sampling, sampling distribution and estimation, permutation and combination, probability, continuous random variables and distribution, estimated value, data analysis, hypothesis testing, Chi-square test, regression and correlation.

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Concepts of environmental education in early childhood settings; developing child-nature relationship; theories and practices of early childhood environmental education; pedagogical approaches for early childhood contexts; awareness and understanding of environment and natural sources; education in natural play spaces; issues on living things, climate, pollution, waste management, biodiversity, water, soil, food cycle, energy, ecosystems and natural disasters; rethinking preservice teacher education.

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Increase preservice teachers’ awareness of the social issues and developing certain ideas of voluntary works that would be helpful in dealing with such issues.

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Activities for musically nurture young children, children songs, music nurturing environments, sound centers, musical dramatization, music instruments for early childhood education.

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Providing the student with major types of research about young children, the steps involved in conducting educational research, and the basic statistical concepts needed for understanding and designing research.

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Definition of drama, comparison of different types of drama, history of educational drama, importance of play and drama in the development and education of child, drama techniques, integration of pedagogic drama into daily and weekly plans in the early chilhood education.

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Introducing students to the field, and gaining experience with young children. Opportunities including class observation, adaptation to classroom conditions, planning and preparation. Guided teaching practice in Early Childhood Education.

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Definition, meaning and the purpose of visual arts. Art criticism, the history of the visual arts and aesthetic judgements. Preparation and application of different kinds of paints using different materials, such as crayons, water coloring, clay and ceramics. Construction of musical instruments and toys, puppets; finger puppet, cloth puppets, wooden puppet, string puppet by using waste materials. Principles and standards of toy construction, design of a kindergarten or playground.

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Issues related to teaching mathematics in early childhood, early math concepts, space and shape, pattern, function, early algebra, graphing, number sense developing for young children, problem solving, addition and subtraction, measurement, multiplication, division, early fraction concepts, assessment in math education.

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Definition and history of special education, definition of being handicapped. The principles of special education, educational management and integration in special education. Education of exceptional children: Children with mental retardation, learning disorders, speech disorders, adaptation and behavioral disorders, visual disorders, hearing disorders, physical disorders and gifted children. Education of parents with exceptional children. The special education system in world and Turkey.

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Effect of family on child development and learning; importance of intra-family relationships in psychological and social development of child; adult psychology.

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Methods of teaching related to the specific subject-matter, teaching and learning processes, application of general methodological principles to the teaching of subject-matter, critical study and analysis of textbooks in terms of methods and strategies to be used. Micro-teaching applications and critical assessment.

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Assisting early childhood teacher candidates to explore their perspectives on digital technologies within their personal and professional lives, and of children’s use of digital technologies within and outside educational settings. Study of how digital literacy is framed in early years settings and ways to use digital technologies in purposeful, interest-driven ways. Teachers’ roles in providing equal access to digital technologies for children.

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Study of organizing the preschool and kindergarten classroom environment including the students, time, space and materials and basic models of classroom of classroom management and discipline.

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Concepts of environmental education in early childhood settings; developing child-nature relationship; theories and practices of early childhood environmental education; pedagogical approaches for early childhood contexts; awareness and understanding of environment and natural sources; education in natural play spaces; issues on living things, climate, pollution, waste management, biodiversity, water, soil, food cycle, energy, ecosystems and natural disasters; rethinking preservice teacher education.

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The importance of outdoor play is widely acknowledged by early childhood researchers. However, studies, which are conducted to investigate teachers’ outdoor play practices, proposed educational implications in relation to in-service and pre-service training programs about outdoor education. They suggested that in-service and pre-service teacher training programs are needed about facilitation of children’s outdoor play by teachers. As those researchers indicated, in-service teacher training could be one way to form teachers’ beliefs and improve their outdoor play practices. However, when teachers are graduated from university and participated to the regular system, they have generally configured their beliefs in relation to teaching and learning. When it is considered that beliefs are resistant to change, the role of pre-service teacher training programs in constructing pre-service teachers’ beliefs becomes more crucial. In other words, pre-service teacher training programs might be more effective to construct pre-service teachers’ beliefs of outdoor education and to make them capable in terms of facilitating children’s outdoor play and learning. In this regard, several research that have been conducted to examine the role of pre-service teacher training programs in forming pre-service teachers’ beliefs constitute an evidence for this foresight. From this point of view, providing an outdoor education course for pre-service teachers would be golden opportunity to train qualified and capable students in the issue of outdoor education. In addition, in Turkey, curriculum for early childhood education suggested teachers to conduct learning activities in outdoor environment as much as possible. Based on this guide curriculum, teachers are expected to create their own plans. At that point, as the teachers will be decision makers of the curriculum and classroom it is important to make pre-service students to develop positive attitudes toward outdoor education. Due to aforementioned reasons, presenting a course for outdoor education is significant for pre-service early childhood teacher training program.

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Teaching methods that used in early childhood education; building strategic approach; collecting, scheduling, demonstrating, describing, encouraging, praising, helping, facilitating, grouping, modelling, questioning, recalling, telling and instructing, co-constructing, community building, decolonising, de- constructing, democratising, documenting, empowering, philosophizing, problem solving, scaffolding, reinforcing, task analysis.

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Introduction to issues, ideas, practices and policies related to cultural dimension of education; theoretical, conceptual, and practical foundations of multicultural teaching in early childhood classrooms; supporting learning and teaching in culturally diverse early childhood classrooms; planning teaching and assessing young children in culturally responsive ways.

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Definition of creativity and related theories; properties of creative environment; relationship between creativity and art education; shape and concept development in art; development of drawing ability, color and proportion in children`s art work, various creativity activities using re-cycled materials.

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Understanding the role of measurement and assessment in educational process with special attention to observation and recording methods. To define educational goals and objectives in ways those facilitate curriculum planning and student evaluation. The means of observing and recording the behaviors of young children. To use observation methods to describe childrens behaviors by relating to developmental theories. Methods, including anecdotal records, running records, time samples, and frequency charts to gather information for the development of a childrens development portfolio.

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Field experience and teaching practice (minimum 12 weeks) including class observation, adaptation to classroom conditions, planning and preparation for teaching. Guided teaching practice in Early Childhood Education. Discussion of these applications in class (2 hours per week seminar at the university)
Prerequisite: ECE 303

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Continuation of ECE 411
Prerequisite: ECE 411

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A negotiation-based course designed to provide a theoretical understanding of gifted young children. Investigation of current research studies on gifted children education and their applications in classroom settings. To the extent practical, students are expected to develop activities for gifted young children.

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Throughout this course, media s role in child s cognitive, language, social and emotional development, media and childhood obesity, media violence, media and children s rights, the relationship among child, family and media, the relationship among child, school and media and media literacy are exposed to early childhood department students.

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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.

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Children in early ages as problem solvers,critical thinkers, active investigators,innovators and creative thinkers.Nature of early childhood education.Focusing on each STEM discipline and underlining need of interdisciplinary approaches to education in the world.Helping to deepen insight about STEM as an interdisciplinary approach to education of pre-service ECE teachers.Designing and implementing STEM activities.

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Biological, social, cultural bases of cognitive development. Nature of perception, development of memory and language. Symbols’ role in thinking, individuals’ role in learning to think on their own and problem solving. Analysis on the nature of recent studies in cognitive development in early childhood. Early childhood education and cognitive development.

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Definition of various teaching methods that can be used in early childhood years. Methods of Teaching related to the specific subject-matter, teaching and learning processes, application of general methodological principles to the teaching of subject matter. Overview of the teaching methods in the field of early childhood education, stimulation of interest, and developing awareness for putting the theory into practice. Critical analysis of young children’s learning and development and a more thorough understanding of teaching young children.

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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 children’s emergent literacy skills, and assessment of school readiness.

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The concept of the childhood and the development of the child in historical process.
The child and the child’s judicial situation in the Turkish law systems.
The concept of child rights.
The history of child rights in the international law systems. United Nations children’s rights treaty policies.
The analysis of the core of every child rights item.

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Current interests of students and synthesizing experiences. An interdisciplinary approach to explore current issues and problems in early childhood education, current happenings as they relate to the issues, and major research efforts to support programs.

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Different philosophical and psychological theories that form the foundation of early childhood education programs and practices. Historical events that influenced the direction and nature of the care and education of young children.

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Different organizational plans for early childhood programs. Discussion of school philosophy, goals, curriculum, housing, staffing, budget, and policies
for admission, grouping, health, licensing requirements, and school-community relations.

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In depth study of theories and theoreticians of maturationist, behaviorist, psychoanalytical, cognitive and ecological and other modern theories

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This is an interdisciplinary course investigating the connection between mind and body. Embodied Learning can b defined as that which we learn through the experience of doing tasks with the body-through moving, breathing, and sensing. These embodied experiences are the source and context for thinking, speaking and imagining. Therefore, in this course, students will discover a)the definition and characteristic of embodied learning, b) the benefits of using an active curriculum, c)the ways movement tells us about how we learn and live, d)the ways how physical expression helps us understand ourselves, and e) the ways how we -as educators -can motivate learners to learn while moving and performing.

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This course is a project-based course designed to provide the students with the opportunity to explore and study an area of early childhood education under the guidance of the instructor. The student is expected to produce a scholarly paper or a project related to the topic chosen and to make an oral presentation upon the completion of the paper or the project.

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This course focuses on understanding and application of basic concepts and principles of descriptive and inferential statistics pertaining educational research. Topics covered in this course include review of descriptive statistics, correlation and regression analysis, and comparisons of means.

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Research methods and ethics course provides opportunities for students to understand research process utilized and ethical issues considered while conducting educational research. Students are expected to design their own research during the course. Students will gain knowledge and understanding regarding quantitative, qualitative and mixed method approaches.

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To assist those in the field of early childhood education in the understanding and effective handling of questions arising from parent-child relationships and teacher-parent-child relationships. Through the use of readings, case histories, and data drawn from individual experiences, an understanding is sought of the dynamics of the most frequently encountered problems of children in classrooms. Development of methods of forming constructive relationships with children, parents, and ancillary school or social agency personnel.

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Identifying and analyzing theories, programs, and essential components in classroom management. Exploring techniques for classroom teachers to use in developing a child study with emphasis on educational implications.

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Approaches, techniques, and materials to use in caring for infants and toddlers in a program setting. Methods for developing age-appropriate curricula and setting up environments. The components of quality care and education for children ages 0-3. Physical, motor, language, cognitive, social and emotional characteristics of infants and toddlers, enhancing and supporting their development through activities, instructional materials and environmental arrangements.

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The means of observing and recording the behavior of young children. To use observation methods to describe childrens behavior by relating to developmental theories. Methods, including anecdotal records, running records, time samples, and frequency charts to gather information for the development of a students childrens development portfolio.

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This seminar course is designed to allow PhD candidates to engage in good empirical research practices in the social sciences. Lectures focus on assumptions and the logic underlying social research. The participants will become acquainted with a variety of approaches to research design, and are helped to develop their own research projects and to evaluate the products of empirical research.
Students will work individually to design a research project. Results will be presented orally to the peers at the end of the semester, with a final public presentation that is open top the entire university community.

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This course gives emphasis on understanding advance research topics and ethical issues considered while conducting educational research. Throughout the course students expected to conceptualize analysis and interpreting quantitative and qualitative research problems, methods, data, data analysis, and reporting results.

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The purpose of this course is to help Ph.D. students in developing their skills and experience for observing and recording the behavior of young children. The course is designed to offer an opportunity for each student to use observation methods to describe children s behavior by relating to developmental theories. This course focuses on methods including anecdotal records, running records, time samples, event sampling, frequency charts, and portfolios.

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The course aims to help Ph.D. students to become familiar with early childhood research, and to understand the ways education research relates to practice and early care and education quality improvement. The course mainly focuses on the current state of theory and research on learning, instruction, and curriculum in early childhood education. There will be a review of selected studies that try to synthesize the research movements in early childhood education. Therefore, the course is expected to provide the graduate students with a sound understanding and critical perspective of the early childhood education research.

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Foundations of educational programs and current research and practices related to the education of young children with an emphasis on sociological, cultural, historical and philosophical factors. Examination of early childhood program improvements and revisions such as parent involvement, anti bias curricula, the impact of technology and media, leadership, professionalism and child advocacy.

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Study and comparison of the education of young children in selected countries from a comparative perspective. Emphasis is on the historical progress and the curriculum models applied in these countries.

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In this course students will examine current theory, research and issues relevant to parents, and parenting throughout the lifespan as well as current research on parental involvement in early years. Throughout the course the students are planned to become knowledgeable about theory and research relevant to parenting, parent-teacher relationships from multiple perspectives; students will also have chance to compare, and contrast research in this area.

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Program of research leading to Ph.D. degree, arranged between student and a faculty member. Students register for this course while the research program or write-up of thesis is in progress.

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International graduate student practice

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