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| Course Description |
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| Course Name |
: |
Design of the Puppet |
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| Course Code |
: |
OSC309 |
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| Course Type |
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Optional |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
4 |
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| Name of Lecturer(s) |
: |
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| Learning Outcomes of the Course |
: |
Explains the basic concepts with puppets in Early Child Education
Explains the importance of puppets in early childhood education
Designs some puppets (hand puppets, shodow puppets, body puppets et.al)
Knows how to use some puppets (hand puppets, shodow puppets, body puppets et.al)
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
To help students explain basic concepts with puppets in early childhood education importance of puppets in early childhood education .Design and demonstrate some puppets (hand puppets, shodow puppets, body puppets et.al) |
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| Course Contents |
: |
To explain the basic concepts with puppets in Early Child Education .Explain the role of puppets in early childhood education Designing some puppets (hand puppets, shodow puppets, body puppets et.al) Demonstrate how to use some puppets (hand puppets, shodow puppets, body puppets et.al) |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Atelier |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Explain the basic concepts with puppets in Early Child Education |
Reading resources related to the content |
Lecture,Demonstration,Brainstorming |
|
2 |
Explain the import of puppets in early childhood education |
Reading resources related to the content |
Lecture,Demonstration,Brainstorming |
|
3 |
Plan and design the hand puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
|
4 |
Plan and design the finger puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
|
5 |
Plan and design ring puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
|
6 |
Plan and design the brownbag puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
|
7 |
Plan and design the wooden spoon puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
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8 |
Midterm |
Preparign for midterm |
Student portfolio |
|
9 |
Plan and design the cone puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
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10 |
Plan the shodow puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
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11 |
Design the shodow puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
|
12 |
Plan the body puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
|
13 |
Design the body puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
|
14 |
Plan and design sock puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
|
15 |
Plan and design glove puppets |
Individual working |
Lecture,Team Project,Demonstration,Brainstorming |
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16/17 |
Final Exam
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Preparign for final exam |
Student portfolio |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Champlin, C. (1998). storytelling with puppets, American Lİbrary Association, Chicago, USA.
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
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Homeworks/Projects/Others |
2 |
40 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Explains basic concepts related to Science and Mathematics. |
0 |
|
2 |
Modifies education settings to accommodate children with special needs and applies an inclusive education. |
0 |
|
3 |
Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. |
0 |
|
4 |
Explains the theories of development, learning, and education related to pre-school children. |
0 |
|
5 |
Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. |
0 |
|
6 |
Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. |
0 |
|
7 |
Explains regulations, principles and education program about early childhood education. |
0 |
|
8 |
Applies appropriate methods and techniques to support children´s development from all perspectives. |
2 |
|
9 |
Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. |
0 |
|
10 |
Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. |
5 |
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11 |
Uses family involvement strategies actively. |
0 |
|
12 |
Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. |
0 |
|
13 |
Uses information technology effectively to reach educational goals. |
3 |
|
14 |
Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. |
0 |
|
15 |
Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . |
0 |
|
16 |
Has necessary skills and knowledge in the fields of music, games and drama. |
5 |
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17 |
Takes an active role in individual and group activities and successfully finish the tasks. |
0 |
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18 |
Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. |
0 |
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19 |
Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. |
0 |
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20 |
Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
9 |
18 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
4 |
4 |
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Final Exam |
1 |
8 |
8 |
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Total Workload: | 100 |
| Total Workload / 25 (h): | 4 |
| ECTS Credit: | 4 |
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