Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
1EEC101Introduction to Early Childhood Education3+0+03420.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Pre-School Teaching
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course The primary aim of this course is; students, definition, importance, purpose, principles of pre-school education, historical development of pre-school education, pre-school education programs, developmental characteristics, habits, needs of pre-school children, pre-school education institutions and educational environments, different approaches in pre-school education, pre-school education. To provide basic information about the personnel working in educational institutions and the characteristics that these personnel should have, pre-school education in different countries, and school-family cooperation in pre-school education.
Course Content Erken çocukluğun tanımı ve ilkeleri; erken çocukluk eğitiminde temel olan görüşler ve tarihsel gelişimi; Türkiye’de ve dünyada erken çocukluk eğitimi; çocuğun gelişimsel özellikleri ve gereksinimleri; okul öncesi öğretmeninin özellikleri, okul öncesi eğitim kurumlarının çeşitleri (anaokulu, kreş vb.), fiziksel, sosyal ve eğitsel ortam özellikleri; erken çocukluk eğitiminde ailenin rolü ve önemi.
Course Methods and Techniques **Lecture and Question-and-Answer:** The key concepts and theoretical framework of each week are addressed through brief presentations and question-and-answer interactions.

**Pre-Class Reading-Based Learning:** Students read the relevant section of the main course textbook before class and upload a reading response card to Google Classroom. Class time is devoted primarily to discussing and deepening the readings rather than transmitting information.

**Text-Based Discussion:** Each week, a chapter from Holt’s *Escape from Childhood* is discussed, beginning with students’ selected “sentence that made me stop and think,” first in small groups and then with the whole class.

**Case Study Analysis:** Principles, characteristics of learning environments, teacher attitudes, and family relationships are analyzed through classroom photographs, short videos, and sample cases.

**Comparative Analysis:** Thinkers, countries, and types of institutions are compared according to predetermined criteria using tables and graphic organizers.

**Interviews and Field Research:** For midterm and final assignments, students conduct interviews with adults from different generations and preschool teachers to connect course content with real-life experiences.

**Collaborative Group Work and Presentation:** Assignments are prepared in groups of four to five students and presented to the class during examination weeks.

**Reflective Writing:** An initial reflection written at the beginning of the semester and revisited at the end of the semester, together with end-of-class exit notes, enables students to monitor changes in their own thinking.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Prof.Dr. Şermin Metin sermin.metin@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education (2nd ed.). İzge Publishing.
Holt, J. (2000). Escape from Childhood (S. Yılancı & C. Aksoy, Trans.). Beyaz Publishing.
Ahioğlu-Lindberg, E. N. (2012). The History of Childhood in Türkiye from the Perspective of Child Rearing. Pamukkale University Journal of Faculty of Education, 31, 41-52.
Berktaş, S. (2024). The Historical and Social Background of Childhood. Child and Civilization, 15, 119-141.
Ministry of National Education. Preschool Education Program and Regulation on Preschool Education and Primary Education Institutions (current versions).
Ministry of Family and Social Services. Regulation on private nurseries, day-care centers, and children ` s clubs (current version).
National Association for the Education of Young Children & Fred Rogers Center. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8 [Joint position statement].
World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. WHO.
Course Notes This course is designed to help shape the understanding and learning of early childhood and your perspective and understanding of early childhood. In this course, you are expected to understand the definition, importance, goals, principles, historical development of early childhood education, the personnel working in early childhood education institutions and these institutions, and the early childhood education program. Although the course is conducted theoretically, it is carried out with different learning techniques.

Course Category
Field %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Assignment 13 % 40
Project 2 % 60
Total
15
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 15 3 45
Hours for off-the-c.r.stud 15 1 15
Assignments 13 2 26
Presentation 2 5 10
Project 2 12 24
Total Work Load   Number of ECTS Credits 4 120

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Defines the concepts of early childhood and early childhood education; explains the aim, scope, importance, and basic principles of early childhood education.
2 Explains the foundational views of early childhood education and the historical development of the field.
3 Compares early childhood education in Türkiye and around the world in terms of its historical development and current situation.
4 Explains the typical and atypical developmental characteristics and needs of children in early childhood.
5 Discusses the personal and professional characteristics of a preschool teacher.
6 Explains the types of preschool education institutions and the physical, social, and educational characteristics of these institutions.
7 Evaluates the role and importance of the family in early childhood education.
8 Evaluates the use of technology in early childhood education in terms of the principle of developmental appropriateness.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course introduction; concepts of early childhood and early childhood education Initial reflection: “Who is a child? Why is preschool education necessary? What is a good preschool teacher like?” Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 1. | Course Syllabus
2 Aim, scope, and importance of early childhood education Reading the relevant sections of Chapter 1 of the main course book; preparing the Holt reading and completing the reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 1. | Holt, J. (2000). Escape from Childhood: 1. “The Problem of the Childhood Stage” and 8. “A Use of Childhood”
3 Basic principles of early childhood education Reading Chapter 1 and the sections of Chapter 3 related to basic principles in the main course book and the principles section of the MEB Preschool Education Program; preparing the Holt reading and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 1 and relevant sections of Chapter 3. | MEB Preschool Education Program – Principles section. | Holt, J. (2000). Escape from Childhood: 9. On “Help” and “Helpers”
4 Foundational views in early childhood education Reading Chapter 2 and the introduction to Chapter 5 of the main course book; recommended supplementary reading of Berktaş (2024); preparing the Holt reading and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 2 and introduction to Chapter 5. | Berktaş, S. (2024). The Historical and Social Background of Childhood. | Holt, J. (2000). Escape from Childhood: 3. “Childhood in History”
5 Early childhood education around the world Reading the sections of Chapter 2 related to historical development in the world and Chapter 6 of the main course book; preparing the Holt reading and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 2 and Chapter 6. | Holt, J. (2000). Escape from Childhood: 2. “The Institution of Childhood”
6 Historical development of early childhood education in Türkiye Reading the sections of Chapter 2 related to historical development in Türkiye; recommended supplementary reading of Ahioğlu-Lindberg (2012); preparing the Holt reading and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 2. | Ahioğlu-Lindberg, E. N. (2012). The History of Childhood in Türkiye from the Perspective of Child Rearing. | Holt, J. (2000). Escape from Childhood: 4. “The Family and Its Purposes”
7 Early childhood education in Türkiye today Reading the sections of Chapter 2 related to the current situation, MEB legislation, and current statistics; preparing the Holt reading and reading card; completing the midterm assignment report for submission Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 2. | MEB Preschool Education Program and Regulation on Preschool Education and Primary Education Institutions. | Holt, J. (2000). Escape from Childhood: 16. On the Use of the Word “Rights”. | Midterm Assignment – Childhood Research: Childhood Across Generations
8 MIDTERM – Childhood Research group presentations Preparing the group presentation for the Childhood Across Generations research Midterm Assignment – Childhood Research: Childhood Across Generations | Midterm Assignment Assessment Criteria
9 Developmental characteristics of the child Reading Chapter 3 of the main course book; preparing the Holt reading and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 3. | Holt, J. (2000). Escape from Childhood: 10. “Ability in Children”
10 The child ` s needs Reading the sections of Chapter 3 related to needs; preparing the Holt readings and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, relevant sections of Chapter 3. | Holt, J. (2000). Escape from Childhood: 15. “Children ` s Needs Are Our Needs” and 11. “The Child as an Object of Love”
11 Characteristics of the preschool teacher Reading Chapter 8 of the main course book; preparing the Holt readings and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 8. | Holt, J. (2000). Escape from Childhood: 12. Seeing Children as “Cute” and 13. How Children Exploit Cuteness
12 Types of preschool education institutions Reading the sections of Chapter 7 related to institutions and the regulations of MEB and the Ministry of Family and Social Services; preparing the Holt reading and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, relevant sections of Chapter 7. | MEB Regulation on Preschool Education and Primary Education Institutions. | Ministry of Family and Social Services regulation on private nurseries, day-care centers, and children ` s clubs. | Holt, J. (2000). Escape from Childhood: 7. “The Responsibility of Having Children”
13 Characteristics of physical, social, and educational environments Reading the relevant sections of Chapters 7, 9, and 13 of the main course book; preparing the Holt reading and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 7 and relevant sections of Chapters 9 and 13. | Holt, J. (2000). Escape from Childhood: 24. “A Person ` s Right to Control His or Her Own Learning”
14 The role and importance of the family in early childhood education Reading Chapter 10 of the main course book; preparing the Holt reading and reading card Aslan, D. (Ed.). (2024). Introduction to Early Childhood Education, Chapter 10. | Holt, J. (2000). Escape from Childhood: 14. “Love May Not Cure Everything”
15 Use of technology in early childhood education Reading WHO (2019) and NAEYC & Fred Rogers Center (2012); preparing the Holt reading; revisiting the initial reflection written at the beginning of the semester National Association for the Education of Young Children & Fred Rogers Center. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. | World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. | Holt, J. (2000). Escape from Childhood: 5. “On the Older Person ` s Loss of Authority”
16 FINAL – My Perspective on Preschool Education and Teaching group presentations Preparing the final assignment report and group presentation Final Assignment – My Perspective on Preschool Education and Teaching | Final Assignment Assessment Criteria

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14
C1 2 3 5 2 2 2 3
C2 3 3 2 2
C3 2 4 3 2 2 2 3
C4 5 3 2
C5 2 3 3 3 3 4
C6 2 2 3 2
C7 2 3 2
C8 2 3 2 3 3

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant