Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 4 / Spring Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | PRE-SCHOOL EDUCATION | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | SEMA ÖNGÖREN (semaongoren@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | SEMA ÖNGÖREN, | ||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| The aim of this course is to know the characteristics of sensory education in early childhood, to prepare sensory materials and to provide practical knowledge by planning sensory education activities suitable for the development of children. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Gains knowledge about the place and importance of sensory education in preschool. |
PO-3 Has knowledge and skills based on preschool education. |
Examination Presentation |
| LO-2 | Knows the properties of sensory materials for preschool children. |
PO-1 Recognizes the characteristics of preschool children in many ways. PO-10 Selects, prepares and uses materials for learning outcomes and children's needs. |
Examination Presentation |
| LO-3 | Plans, implements and evaluates sensory activities for preschool children. |
PO-2 Supports the development and learning of children by using different methods and techniques. PO-4 Evaluates children's development and learning from multiple perspectives. PO-5 Plans and implements an educational program suitable for the developmental characteristics of preschool children. |
Examination Presentation |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course includes the concept of sense, development of senses, development of perception; function of sensory systems; sensory awareness in preschool period, the place and importance of sensory education in development, arrangement of educational environments that support sensory awareness, materials and their use; The role of the teacher in sensory education includes planning, implementation and evaluation of sensory-focused activities in the education program. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Sensory Education and Basic Concepts | Lecture, Discussion, Question and Answer |
| 2 | Attention and Perception Development in Child | Lecture, Discussion, Question and Answer |
| 3 | Sensory Systems and Sensory Awareness | Lecture, Discussion, Question and Answer |
| 4 | Senses Enhancing Materials | Lecture, Discussion, Question and Answer, Case Study Method |
| 5 | The Role of Sensory Education in Development and Learning | Lecture, Discussion, Question and Answer |
| 6 | Materials and Activities to Support the Sense of Sight | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 7 | Hearing Support Materials and Activities | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 8 | mid-term exam | |
| 9 | Materials and Activities to Support the Sense of Touch | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 10 | Materials and Activities to Support the Sense of Smell | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 11 | Materials and Activities to Support the Sense of Taste | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 12 | Materials and Activities to Support the Senses of 0-3 Age Group Children | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 13 | Supporting Materials and Activities for Body Awareness for Children with Special Needs | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 14 | Supporting Materials and Activities for the Sense of Balance for Children with Special Needs | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 15 | Materials and Activities to Support Children's Development in the Home Environment | Project Presentation, Simulation, Planned Group Work, Question and Answer |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Deretarla Gül, E. (2020). Erken çocuklukta duyu eğitimi. Ankara: Pegem Yayıncılık. | |
| 2 | Cömert Özata, S. (2015). Okul öncesinde oyun temelli duyu eğitimi. Ankara: Nobel Yayıncılık. | |
| Required Course instruments and materials | ||
| Lecture Notes, Computer, Activity Materials | ||
| 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 | 6-15 | 1 | 50 |
| 5.Report | 6-15 | 1 | 10 |
| 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) | 2 | 14 | 28 |
| Outside Class | |||
| a) Reading | 3 | 6 | 18 |
| b) Search in internet/Library | 2 | 6 | 12 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 5 | 8 | 40 |
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 3 | 7 | 21 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 0 | ||
| final exam | 0 | ||
| 0 | |||
| 0 | |||
| Total work load; | 120 | ||