Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 4 / Fall Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Compulsory | ||||
| Department | PRE-SCHOOL EDUCATION | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | SEÇİL YILDIZ (secilyildiz@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| To enable pre-school teacher candidates to explain and evaluate school readiness, and to plan and implement activities that prepare children for primary school and facilitate their transition from pre-school programs to primary school, taking into account the differences among children and among themselves. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Students can know and explain the definition of school readiness and the factors affecting readiness. |
PO-3 Has knowledge and skills based on preschool education. PO-8 Uses ways of reaching information and information resources effectively. |
Examination |
| LO-2 | Students can know and explain the importance of literacy preparation studies in pre-school education, basic concepts, literacy approaches, factors affecting reading achievement, and the development of literacy skills. |
PO-8 Uses ways of reaching information and information resources effectively.
PO-9 Follows the current developments in the field at national and international level. |
Examination |
| LO-3 | Students can know and explain phonological process skills, reading awareness, writing awareness, vocabulary awareness skills. |
PO-7 Evaluates the knowledge and skills he/she has in his/her field with a critical approach.
PO-8 Uses ways of reaching information and information resources effectively. PO-9 Follows the current developments in the field at national and international level. |
Examination Presentation |
| LO-4 | Students will be able to plan, implement and evaluate literacy preparation activities in accordance with the preschool education program. |
PO-10 Selects, prepares and uses materials for learning outcomes and children's needs. PO-15 Uses his/her leadership skills by taking initiative in group work and sets an example for the society with his/her individual characteristics. |
Presentation |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| Definition of school readiness and factors affecting readiness; dimensions of preparation for primary school (physical, social, emotional, cognitive, language, self-care skills), preparing activities for the acquisition of school readiness competencies; importance of literacy preparation studies in pre-school education, factors affecting reading achievement, development of literacy skills, phonological process skills (sound awareness, sound memory, use of sound), verbal language skills and vocabulary development; preparation for writing (print awareness), planning, implementation and evaluation of literacy preparation activities in accordance with the preschool education program. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Course introduction, expectations and responsibilities | lecture, question and answer |
| 2 | Adjustment to school, factors affecting adjustment to school, concepts related to adjustment to school, reasons preventing adjustment to school, school adjustment week activities. | Lecture, discussion, source scanning |
| 3 | School readiness, factors affecting school readiness, dimensions of school readiness. School orientation week teacher guide. | Lecture, discussion, source scanning |
| 4 | The concept of early literacy. Oral language skills and early literacy, Development of phonological awareness skills. Turkish field and early literacy in the education model. | lecture, literature review |
| 5 | The development of print awareness and visual discrimination skills. The development of print awareness and visual discrimination skills. Examples of activities related to the development of print awareness and visual discrimination skills. | lecture, literature review |
| 6 | Development of reading awareness skills. The role of interactive book reading in early literacy education. | lecture, literature review |
| 7 | The role of the family in the development of early literacy skills. Examples of activities that families can do at home to support the development of children's early literacy skills. | lecture, literature review |
| 8 | mid-term exam | |
| 9 | Planning and implementing activities within the framework of the Maarif Model, taking into account early literacy skills. | planned group work, presentation, role playing |
| 10 | Planning and implementing activities within the framework of the Maarif Model, taking into account early literacy skills. | planned group work, presentation, role playing |
| 11 | Planning and implementing activities within the framework of the Maarif Model, taking into account early literacy skills.. | planned group work, presentation, role playing |
| 12 | Planning and implementing activities within the framework of the Maarif Model, taking into account early literacy skills. | planned group work, presentation, role playing |
| 13 | Planning and implementing activities within the framework of the Maarif Model, taking into account early literacy skills. | planned group work, presentation, role playing |
| 14 | Planning and implementing activities within the framework of the Maarif Model, taking into account early literacy skills. | planned group work, presentation, role playing |
| 15 | Planning and implementing activities within the framework of the Maarif Model, taking into account early literacy skills. | planned group work, presentation, role playing |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Temel, Z.F.(2015). Dil ve Erken Okuryazarlık, Ankara: Hedef CS Yayıncılık. | |
| 2 | Erbay, F. (2021). Erken okuryazarlık becerileri ve desteklenmesi. Ankara: Eğiten Kitap. | |
| 3 | Polat, Ö. (2020). Okul öncesinden ilkokula:büyüme macerasında altın eşik. İstanbul: Nesil Yayıncılık. | |
| 4 | Polat, Ö.(2021). Adım adım ilkokula başlamak okula uyum ve erken okuryazarlık eğitimi. Ankara: Anı Yayıncılık. | |
| Required Course instruments and materials | ||
| Lecture presentations, books, projector, computer | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | 16 | 1 | 60 |
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | |||
| 9.Project | |||
| final exam | |||
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 3 | 14 | 42 |
| Outside Class | |||
| a) Reading | 2 | 14 | 28 |
| b) Search in internet/Library | 1 | 14 | 14 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 2 | 7 | 14 |
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 2 | 7 | 14 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 0 | ||
| final exam | 0 | ||
| 0 | |||
| 0 | |||
| Total work load; | 113 | ||