BİLGİ PAKETİ / DERS KATALOĞU
CHILD DEVELOPMENT PROGRAMME
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Ders Genel Tanıtım Bilgileri

Course Code: CGB 102
Ders İsmi: Developmental Psychology
Ders Yarıyılı: Spring
Ders Kredileri:
Theoretical Uygulama Labs ECTS
3 0 0 5
Language of instruction: TR
Ders Koşulu:
Ders İş Deneyimini Gerektiriyor mu?: No
Type of course:
Course Level:
Bachelor TR-NQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. ELİF SEZGİN
Course Lecturer(s): Assoc. Prof. ELİF SEZGİN
Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives: The purpose of this course is to provide students with a holistic psychological understanding of developmental stages from prenatal to adulthood. Students will be able to understand developmental psychology theories, basic concepts, developmental changes and differences, and the biological, environmental, and cultural factors that influence development, enabling them to evaluate child and adolescent development from a scientific perspective.
Course Content: This course covers the following topics: Basic concepts, methods, and theoretical approaches of developmental psychology; Physical, cognitive, emotional, and social development processes; Biological, environmental, and cultural factors affecting development; Developmental periods: prenatal, infancy, childhood, adolescence, and adulthood; Developmental differences and risk factors; Developmental assessment methods and applications.

Learning Outcomes

The students who have succeeded in this course;
Learning Outcomes
1 - Knowledge
Theoretical - Conceptual
1) Defines the fundamental concepts, aims, and historical development of developmental psychology.
2) Explains the core principles of the lifespan development approach.
3) Distinguishes between normative development and individual differences.
2 - Skills
Cognitive - Practical
1) Explains and compares the continuity–stage debate within its theoretical foundations.
2) Compares longitudinal, cross-sectional, and sequential research designs.
3) Explains experimental and quasi-experimental research models in the context of developmental psychology.
4) Explains ethical principles in research conducted with children and evaluates example cases accordingly.
5) Explains the stages and key characteristics of prenatal development.
6) Analyzes the effects of teratogens on development.
7) Illustrates the developmental outcomes of genetic and environmental interactions.
8) Explains physical and brain development processes in children aged 0–6 years.
9) Evaluates the developmental significance of reflexes and motor development milestones.
10) Explains attachment theory and attachment types in relation to their developmental outcomes.
11) Analyzes the clinical and educational implications of attachment patterns.
12) Explains the concept of temperament and the Thomas & Chess temperament classification.
13) Evaluates the development of self-concept and self-esteem across developmental periods.
14) Analyzes social and emotional development processes (emotion regulation, empathy, peer relationships, prosocial behaviors).
15) Applies behavioral and social learning theories to explain children`s behaviors.
16) Explains attention, memory, executive functions, and metacognition within the information-processing approach and relates them to everyday life examples.
17) Analyzes the effects of temperament–environment fit and parenting styles on development.
18) Compares internalizing and externalizing problems within the context of developmental risk factors.
19) Evaluates childhood anxiety and conduct problems from a developmental psychopathology perspective.
20) Analyzes family, school, and peer relationships within Bronfenbrenner’s ecological systems framework.
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Ders Akış Planı

Week Subject Related Preparation
1) Introduction to Developmental Psychology Definition of developmental psychology Lifespan development approach Continuity versus stage debate Normative development and individual differences
2) Research Methods and Ethics in Development Longitudinal, cross-sectional, and sequential designs Experimental and quasi-experimental studies Ethical principles in research with children
3) Prenatal Development and Risk Factors Stages of prenatal development Teratogens Genetic and environmental interaction
4) Physical and Motor Development (0–6 Years) Brain development Reflexes Fine and gross motor development
5) Attachment Theory John Bowlby and attachment theory Mary Ainsworth and the Strange Situation Test Secure and insecure attachment types Clinical and educational implications
6) Temperament and Self Development Concept of temperament Thomas & Chess temperament classification Development of self-concept and self-esteem
7) Social and Emotional Development Emotion regulation Empathy Peer relationships Prosocial behaviors
8) MIDTERM EXAM
9) Behavioral and Social Learning Approaches B.F. Skinner – Operant conditioning Albert Bandura – Social learning Modeling and self-efficacy
10) Information Processing Approach in Cognitive Development Development of attention Memory processes Executive functions Metacognition
11) Temperament–Environment Fit and Parenting Styles Goodness of fit Parenting styles Risk and protective factors Internalizing problems Externalizing problems Attention and behavior regulation difficulties
12) Introduction to Childhood Psychopathology Anxiety problems Conduct problems Developmental risk factors
13) Family, School, and Ecological Systems Approach Family systems School adjustment Peer bullying Urie Bronfenbrenner – Ecological Systems Theory
14) General Review and Discussion Review of topics covered throughout the semester and analysis of current research articles Student presentations and group discussions Future research areas and potential projects

Sources

Course Notes / Textbooks:
References: -Ders slaytları
-WASTA, ROSS, M. HAITH., M.,MILLER, S., (1992);CHILD PSYCHOLOGY.
-BERK, E.L. (1994); CHILD DEVELOPMENT, 3TH ED.
-GELİŞİM PSİKOLOJİSİ NOBEL YAYINEVİ Berk, L. E. (2022). Development Through the Lifespan (8th Edition). Pearson.
-Dönemsel gelişim ve teorileri, güncel araştırmalarla desteklenmiş kapsamlı bir kaynak.
-Santrock, J. W. (2021). Life-Span Development (18th Edition). McGraw-Hill.
Bütüncül bir bakış açısıyla doğumdan yaşlılığa gelişim süreçlerini ele alır.
-Yavuzer, H. (2020). Çocuk Psikolojisi. İstanbul: Remzi Kitabevi. Çocukluk dönemi duygusal ve sosyal gelişim özellikleri, oyun ve öğrenme süreçleri.
-Onur, B. (2019). Gelişim Psikolojisi: Çocuk ve Ergen Gelişimi. Ankara: İmge Kitabevi. Akademik düzeyde, gelişim teorileri ve uygulamalı örnekler sunar.
-Selçuk, Z. (2018). Gelişim ve Öğrenme. Ankara: Nobel Yayınları. Eğitim ve çocuk gelişimi fakülteleri için temel ders kitabı.
-Aydın, B. (Ed.). (2022). Gelişim Psikolojisi. Ankara: Pegem Akademi.
-Güncel araştırmalar, gelişim kuramları ve dönemsel gelişim özellikleri içerir.
-Karasar, N. (2017). “Çocuklarda bilişsel gelişim: Güncel yaklaşımlar.” Türk Psikoloji Yazıları, 20(40), 55-68.
-Baydar, N., Küntay, A., & Gökşen, F. (2018). “Türkiye’de çocuk gelişimi araştırmalarında güncel eğilimler.” Türk Psikoloji Dergisi, 33(81), 1-18.
-Kağıtçıbaşı, Ç. (2007). “Benlik, aile ve insan gelişimi: Kültürel psikoloji açısından.” Türk Psikoloji Dergisi, 22(59), 1-20.
-Arı, R., & Üre, Ö. (2016). “Ergenlik döneminde psikososyal gelişim ve risk faktörleri.” Çocuk ve Gençlik Ruh Sağlığı Dergisi, 23(2), 123-135.
-Güngör, D. (2019). “Kültürel bağlamda gelişim psikolojisi: Türkiye’de araştırmalar.” Kültür ve Psikoloji Dergisi, 5(1), 45-62.

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları

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Program Outcomes
1) Explains anatomy, physiology, genetics, and neurodevelopment knowledge within the context of child development. 4 1 3 3 4 1 1 2 2 4 4 3 2 3 4 4 5
2) Relates brain development and biological risk factors to developmental domains. 5 5 3 2 1 4 1 3 3 3 1 5 4 4 4 2
3) Explains developmental characteristics of individuals aged 0-18 within theoretical frameworks. 1 3 5 4 5 4 3 1 3 3 3 1 3 3 4 3 1 3 1 5 1
4) Compares typical and atypical development and identifies developmental risk indicators. 5 1 3 2 2 2 5 3 3 2 4 5 3 1 1 4 3 4 4 5 4 3
5) Explains developmental characteristics of children with special needs. 3 3 4 2 2 3 5 2 3 5 4 4 5 5 5 4 3 1 2 5
6) Applies developmental assessment tools, analyzes results, and prepares reports. 4 4 1 1 5 2 4 2 4 2 3 2 4 1 5 2 1 5 1 4 1
7) Uses psychometric measurement tools in accordance with scientific and ethical principles. 4 1 5 5 4 3 4 1 3 1 5 5 3 4 3 1 4 4 5 4
8) Prepares and evaluates individualized education and intervention programs. 5 2 3 1 3 2 4 5 3 5 5 1 5 4 3 5 1 2 2
9) Plans and implements early intervention and behavior management processes. 2 1 1 5 5 3 1 1 1 1 5 3 2 5 2 2 4 2 3
10) Develops preventive programs addressing risk and protective factors. 4 4 1 1 4 3 2 4 1 2 4 4 1 2 3 5 5
11) Performs independent professional practice in clinical and educational institutions. 1 2 3 4 5 4 3 5 1 5 2 4 4 2 2 5 3 1
12) Takes responsibility and collaborates within interdisciplinary teams. 5 1 3 2 1 3 3 4 5 3 1 5 4 3 4 1 2 2 4
13) Acts in accordance with quality management and occupational safety principles. 3 1 4 1 5 2 4 4 4 4 3 1 2 5 2 1 2 5 5 5
14) Follows current literature and integrates it into professional development. 5 4 2 5 2 4 5 3 3 4 5 5 1 4 2 5 1 1 3
15) Collects and analyzes data using research methods and prepares reports. 4 5 3 4 4 1 5 2 3 3 4 5 3 5 5 5 3 5 2 3
16) Uses evidence-based practices in professional decision-making processes. 1 1 4 2 2 3 3 1 2 5 4 1 2 3 4 2 1 3
17) Establishes effective professional communication with children and families. 1 5 5 1 3 3 3 2 4 2 2 4 1 2 2 5 2 4 3
18) Conducts family counseling processes. 1 4 4 5 5 1 1 1 4 4 2 4 5 3 3 5 2 4 3 2 4 5
19) Demonstrates professional attitudes with social and cultural sensitivity. 1 5 3 2 5 2 1 3 2 2 2 4 3 4 2 2 2 2
20) Acts in accordance with children`s rights and professional ethics. 5 4 4 1 4 4 5 1 1 2 2 2 4 4 1 2
21) Adheres to ethical and confidentiality principles in assessment and intervention processes. 2 3 1 4 3 5 5 4 4 3 3 3 5 4 4 2 5 1 2 2
22) Analyzes health, education, and social service systems. 2 1 5 4 3 4 4 4 2 5 3 4 3 2 5 4 1
23) Demonstrates entrepreneurship and project development skills. 5 1 1 4 1 2 5 3 5 1 4 5 2 2 5 3 1 4
24) Uses digital tools and artificial intelligence applications ethically. 2 1 2 1 2 5 4 1 2 2 4 4 4 3 1 5 1 1 2 4
25) Sustains professional development with a lifelong learning perspective. 2 3 4 1 3 5 5 3 4 1 5 5 1 2 4 1 5 1 3 3

Öğrenme Etkinliği ve Öğretme Yöntemleri

Anlatım
Soru cevap/ Tartışma
Örnek olay çalışması

Ölçme ve Değerlendirme Yöntemleri ve Kriterleri

Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama)

Assessment & Grading

Semester Requirements Number of Activities Level of Contribution
Midterms 1 % 40
Final 1 % 60
total % 100
PERCENTAGE OF SEMESTER WORK % 40
PERCENTAGE OF FINAL WORK % 60
total % 100

İş Yükü ve AKTS Kredisi Hesaplaması

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Study Hours Out of Class 14 2 28
Midterms 1 25 25
Final 1 40 40
Total Workload 135