nalankuru@uludag.edu.tr Bursa Uludağ Üniversitesi Eğitim Fakültesi Temel Eğitim Bölümü Okul Öncesi Eğitimi Ana Bilim Dalı
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Website:
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Objective of the Course:
The aim of this lesson is; to guide students to develop awareness of preschool education programs, to examine and compare educational programs used in our country and the world from the past to the present.
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Contribution of the Course to Professional Development
Students can notice the changes and trends of preschool education programs in accordance with the needs of societies in the historical process.
Students can evaluate and compare preschool education programs.
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Learning Outcomes:
1
Turkey being implemented in pre-school educational programs and explains the basic features;
2
Explains the principles of program development;
3
Explain the theoretical foundations of curriculum development in education.;
4
Explain the models of curriculum development in education.;
5
Uses different evaluation methods in evaluating the pre-school education program.;
6
Different early childhood education programs in the world make evaluations about the content of the program, target audience, application method, educational environment, and the effectiveness of the program.;
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Course Content:
Week
Theoretical
Practical
1
Elements of the Training Program
2
Program Development
3
Program Development Principles
4
Theoretical Foundations of Curriculum Development in Education
5
Program Development Process
6
Curriculum Development Theory and Approaches-1
7
Curriculum Development Theory and Approaches-2
8
Program Design and Design Approaches -1
9
Program Design and Design Approaches -2
10
Curriculum Development Models-1
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Curriculum Development Models-2
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The importance, principles and elements of the Pre-School Education Program
13
Historical development of preschool education program in Turkey
14
The comparison with the various aspects of the training programs that used in the past to the prese
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Textbooks, References and/or Other Materials:
Tyler, R. W. (2014). Eğitim programlarının ve öğretimin temel ilkeleri (Çev. ed. Rüzgar & B. Aslan). Ankara: Pegem Akademi Yayıncılık. Voogt, J., Pieters, J., & Roblin, N. P. (2019). Collaborative curriculum design in teacher teams: Foundations. J. Pieters, J. Voogt, & N. P. Roblin (Eds.) In Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning (pp. 5-18). Cham: Springer Open. Demirel, Ö. (2011). Kuramdan uygulamaya eğitimde program geliştirme (16. Baskı). Ankara: Pegem Akademi Yayıncılık. Erden, M. (2000). Eğitimde program değerlendirme (3. Baskı). Ankara: Anı Yayıncılık. Milli Eğitim Bakanlığı [MEB]. (2013). Okul Öncesi Eğitim Program Kitabı.
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Assesment
TERM LEARNING ACTIVITIES
NUMBER
PERCENT
Midterm Exam
0
0
Quiz
0
0
Homeworks, Performances
1
40
Final Exam
1
60
Total
2
100
Contribution of Term (Year) Learning Activities to Success Grade
40
Contribution of Final Exam to Success Grade
60
Total
100
Measurement and Evaluation Techniques Used in the Course
Long answer exam performance presentation
Information
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ECTS / WORK LOAD TABLE
Activites
NUMBER
TIME [Hour]
Total WorkLoad [Hour]
Theoretical
14
3
42
Practicals/Labs
0
0
0
Self Study and Preparation
0
0
0
Homeworks, Performances
1
78
78
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
0
0
0
Others
0
0
0
Final Exams
1
60
60
Total WorkLoad
180
Total workload/ 30 hr
6
ECTS Credit of the Course
6
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CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
