Courses given by the Department of Early Childhood Education
| Course Code | Course Name | METU Credit | Contact (h/w) | Lab (h/w) | ECTS |
|---|---|---|---|---|---|
| ECE100 | INTRODUCTION TO EARLY CHILDHOOD EDUCATION | 3 | 3.00 | 0.00 | 5.0 |
Course ContentMajor 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. | |||||
| ECE104 | MATERNAL AND CHILD HEALTH AND FIRST AID | 3 | 3.00 | 0.00 | 5.0 |
Course ContentDefining 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. | |||||
| ECE110 | DEVELOPMENT OF YOUNG CHILDREN | 4 | 4.00 | 0.00 | 6.0 |
Course ContentDescription, theories and principles of development, the factors affecting development, pre-natal ,birth and post-natal periods, cognitive development. | |||||
| ECE112 | MOTOR DEVELOPMENT | 3 | 3.00 | 0.00 | 4.0 |
Course ContentTheories ,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. | |||||
| ECE126 | MATERNAL AND CHILD NUTRITION | 2 | 2.00 | 0.00 | 4.0 |
Course ContentFundamental 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. | |||||
| ECE130 | PRACTICUM IN EARLY CHILDHOOD EDUCATION | 3 | 1.00 | 4.00 | 4.0 |
Course ContentPractice once a week or two half days a week in early childhood centers during a semester. | |||||
| ECE208 | CHILDREN S LITERATURE | 3 | 3.00 | 0.00 | 5.0 |
Course ContentThe 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. | |||||
| ECE212 | DRAMA FOR YOUNG CHILDREN | 3 | 2.00 | 2.00 | 5.0 |
Course ContentDefinition 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 | |||||
| ECE214 | TEACHING SCIENCE IN EARLY CHILDHOOD | 3 | 2.00 | 2.00 | 6.0 |
Course ContentImportance 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. | |||||
| ECE215 | PLAY IN EARLY CHILDHOOD | 3 | 3.00 | 0.00 | 4.0 |
Course ContentDescription, 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. | |||||
| ECE220 | PHYSICAL EDUCATION AND GAMES | 3 | 2.00 | 2.00 | 5.0 |
Course ContentMovement 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. | |||||
| ECE222 | SOCIAL AND EMOTIONAL DEVELOPMENT | 3 | 3.00 | 0.00 | 5.0 |
Course ContentIntroduction of the contemporary theory, research, and methods relevant to understanding social and emotional development during childhood. | |||||
| ECE230 | CURRICULUM IN EARLY CHILDHOOD EDUCATION | 3 | 3.00 | 0.00 | 6.0 |
Course ContentBasic 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. | |||||
| ECE232 | CURRICULUM MODELS FOR ECE | 3 | 2.00 | 2.00 | 5.0 |
Course ContentAnalysis 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 | |||||
| ECE248 | COMMUNITY SERVICE | 2 | 1.00 | 2.00 | 6.0 |
Course ContentIncrease preservice teachers awareness of the social issues and developing certain ideas of voluntary works that would be helpful in dealing with such issues. | |||||
| ECE281 | MUSIC EDUCATION IN EARLY CHILDHOOD | 3 | 3.00 | 0.00 | 4.0 |
Course ContentActivities for musically nurture young children, children songs, music nurturing environments, sound centers, musical dramatization, music instruments for early childhood education. | |||||
| ECE303 | SCHOOL EXPERIENCE | 3 | 1.00 | 4.00 | 6.0 |
Course ContentIntroducing 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. | |||||
| ECE306 | VISUAL ARTS AND MATERIAL DEVELOPMENT | 3 | 2.00 | 2.00 | 5.0 |
Course ContentDefinition, 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. | |||||
| ECE310 | TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION | 3 | 2.00 | 2.00 | 5.0 |
Course ContentIssues 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. | |||||
| ECE315 | CHILDREN WITH SPECIAL NEEDS | 3 | 2.00 | 2.00 | 5.0 |
Course ContentDefinition 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. | |||||
| ECE325 | PARENT INVOLVEMENT AND EDUCATION | 3 | 3.00 | 0.00 | 4.0 |
Course ContentEffect of family on child development and learning; importance of intra-family relationships in psychological and social development of child; adult psychology. | |||||
| ECE334 | DIGITAL LITERACY FOR EARLY CHILDHOOD TEACHERS | 3 | 3.00 | 0.00 | 5.0 |
Course ContentAssisting early childhood teacher candidates to explore their perspectives on digital technologies within their personal and professional lives, and of childrens 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. | |||||
| ECE340 | CLASSROOM MANAGEMENT AND DISCIPLINE IN ECE | 3 | 2.00 | 2.00 | 5.0 |
Course ContentStudy 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. | |||||
| ECE342 | ENVIRONMENTAL EDUCATION IN EARLY CHILDHOOD | 3 | 2.00 | 2.00 | 5.0 |
Course ContentConcepts 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. | |||||
| ECE356 | OUTDOOR EDUCATION IN EARLY YEARS | 3 | 2.00 | 2.00 | 5.0 |
Course ContentThe 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 childrens 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 childrens 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. | |||||
| ECE366 | TEACHING METHODS IN EARLY CHILDHOOD EDUCATION | 4 | 3.00 | 2.00 | 6.0 |
Course ContentTeaching 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. | |||||
| ECE368 | CULTURALLY RESPONSIVE EARLY CHILDHOOD EDUCATION | 3 | 3.00 | 0.00 | 5.0 |
Course ContentIntroduction 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. | |||||
| ECE409 | CREATIVITY AND CHILDREN | 3 | 2.00 | 2.00 | 6.0 |
Course ContentDefinition 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. | |||||
| ECE410 | ASSESSMENT AND EVALUATIN IN ECE | 3 | 3.00 | 0.00 | 4.0 |
Course ContentUnderstanding 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. | |||||
| ECE411 | PRACTICE TEACHING I | 5 | 2.00 | 6.00 | 10.0 |
Course ContentField 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) | |||||
| ECE430 | PRACTICE TEACHING II | 5 | 2.00 | 6.00 | 10.0 |
Course ContentContinuation of ECE 411 | |||||
| ECE439 | CHILD AND MEDIA | 3 | 3.00 | 0.00 | 6.0 |
Course ContentThroughout 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. | |||||
| ECE440 | GENDER EQUITY IN EARLY CHILDH.&ELEMENTARY EDUC. | 3 | 3.00 | 0.00 | 6.0 |
Course ContentIntroduction 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. | |||||
| ECE480 | SCHOOL READINESS AND TRANSITION TO ELEMENTARY SCHOOL | 2 | 2.00 | 0.00 | 3.0 |
Course ContentDefinition 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. | |||||
| ECE481 | SPECIALTOPICS IN EARLY CHILDHOOD EDUCATION | 3 | 3.00 | 0.00 | 6.0 |
Course ContentThe concept of the childhood and the development of the child in historical process. | |||||
| ECE500 | SEMINAR IN EARLY CHILDHOOD EDUCATION | 0 | 0.00 | 0.00 | 10.0 |
Course ContentCurrent 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. | |||||
| ECE501 | HISTORICAL&THEORETICAL BASES OF EARLY CHILDH. EDUC. | 3 | 3.00 | 0.00 | 8.0 |
Course ContentDifferent 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. | |||||
| ECE502 | ORGANIZATIONAL AND ADMINISTRATION OF EARLY CHILDH.PROG. | 3 | 3.00 | 0.00 | 8.0 |
Course ContentDifferent organizational plans for early childhood programs. Discussion of school philosophy, goals, curriculum, housing, staffing, budget, and policies | |||||