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Course Description Course Name : Theories and Theorists of Development Course Code : OÖ 723 Course Type : Optional Level of Course : Second Cycle Year of Study : 1 Course Semester : Fall and Spring (16 Weeks) ECTS : 6 Name of Lecturer(s) : Asst.Prof.Dr. ÖZKAN ÖZGÜN Learning Outcomes of the Course : Questions and inquires the social and scientific topics in a critical manner and is open to new perspectives Thoroughly explains the educational and developmental issues related to early childhood education Explains the interactions among disciplines related to childhood education. Relates knowledge in the field of early childhood education to the knowledge in other fields Explains the theoretical and applied knowledge in the field of study at expert level Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : This course will focus on some of the outstanding developmental theories and their theorists. In this course theorists who have studied humans from developmental approach will be discussed, along with other theorists, including ethologists and psychoanalysts, who share a developmental outlook. This course will discuss developmental theorists’ concepts and some of the practical implications of their work. Course Contents : Early Period Developmental Theories, Gesell and Maturational Theory, Ethological Theories, Montessori´s Educational Philosophy, Cognitive-Developmental Theory, Theories of Moral Development, Learning and Social Learning Theories, Socio-Cultural and Historical Theory, Psychoanalitic and Psychosocial Theories, Theories of Language Development Language of Instruction : Turkish Work Place : Classroom   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 Introduction to the class, Developmental theories of early period: Preformations, Locke & Rousseau None Lecture and Discussion 2 Gesell and Maturational Theories Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 3 Ethological Theories: Darwin, Lorenz, Tinbergen, Bowlby and Ainsworth Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 4 Montessori´s Educational Philosophy Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 5 Werner´s Organismic and Comparative Theory Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 6 Piaget´s Cognitive-Developmental Theory Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 7 Kohlberg´s Stages of Moral Development Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 8 Mid-term exam 9 Learning Theory: Pavlov, Watson, and Skinner Bandura´s Social Learning Theory Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 10 Vygotsky´s Social-Historical Theory of Cognitive Development Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 11 Freud´s Psychoanalytic Theory Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 12 Erikson and the Eight Stages of Life Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 13 Mahler´s Separation/Individuation Theory Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 14 Schachtel on Childhood Experiences Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 15 Chomsky´s Theory of Language Development Chapter reading and writing a reflection paper Lecture, Discussion and Presentation 16/17 Fİnal Exam   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Crain. W. (2000). Theories of development: Concepts and applications. Upper Saddle River, NJ: Prentice Hall.  Lerner, R. M. (1997). Concepts and theories of human development. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Required Course Material(s)   Assessment Methods and Assessment Criteria Semester/Year Assessments Number Contribution Percentage     Mid-term Exams (Written, Oral, etc.) 1 60     Homeworks/Projects/Others 3 40 Total 100 Rate of Semester/Year Assessments to Success 40   Final Assessments 100 Rate of Final Assessments to Success 60 Total 100   Contribution of the Course to Key Learning Outcomes # Key Learning Outcome Contribution* 1 Relates knowledge in the field of early childhood education to the knowledge in other fields. 5 2 Explains the theoretical and applied knowledge in the field of study at expert level. 5 3 Plans and executes a scientific research study. 4 4 Acts in accordance with the social, scientific, cultural and ethical standards when conducting a scientific research or concluding projects. 5 5 Describes and defines different scientific research methods and analyses used in social sciences. 3 6 Independently executes a study that requires expertise in his/her field. 5 7 Questions and inquires into the social and scientific topics in a critical manner and is open to new perspectives. 5 8 Presents a research study that s/he conducted in the field of early childhood education to a group of experts or non-experts orally, visually or in writing, 3 9 Thoroughly explains the educational and developmental issues related to early childhood education. 5 10 Defines, describes and explains teaching strategies, methods and techniques. 2 11 Explains the interactions among different disciplines related to her/his field of study. 5 12 Critically reviews and reflects on the national and international approaches to early childhood education. 3 13 Applies different teaching strategies, methods and techniques. 1 14 Works in a team and/or acts as a leader to solve problems in her/his field. 2 15 Executes studies in her/his field of study in accordance with the life long learning perspective. 2 16 Is sensitive to and follows the social and technological developments. 2 17 Utilizes the information and communication technologies effectively. 2 18 Proficiently uses one of the languages in the European Language Portfolio at the level that enables her/him understand the knowledge base related to her/his field of study, communicate orally and verbally. 2 * Contribution levels are between 0 (not) and 5 (maximum).   Student Workload - ECTS Works Number Time (Hour) Total Workload (Hour) Course Related Works     Class Time (Exam weeks are excluded) 14 3 42     Out of Class Study (Preliminary Work, Practice) 14 7 98 Assesment Related Works     Homeworks, Projects, Others 3 3 9     Mid-term Exams (Written, Oral, etc.) 1 1 1     Final Exam 1 5 5 Total Workload: 155 Total Workload / 25 (h): 6.2 ECTS Credit: 6