Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
3EEC206Early Childhood Play Development and Education3+0+03420.10.2026
Course Details
Language of Instruction English
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 aim is to enable the prospective teacher to understand the play development and needs of preschool-aged children, to develop awareness regarding the roles of play partners, play materials, and safety, and to cultivate a multidimensional perspective on play.
Course Content This course covers the definition, content, historical development, and characteristics of play, as well as its role in early childhood and the biological, psychological, and environmental factors that influence it. It addresses theories regarding play, the prevalence of traditional and contemporary games, children ` s preferred types of play, and classical, psychoanalytic, and cognitive play theories. Furthermore, the course examines types of play, the impact of play on a child ` s physical, cognitive, linguistic, social, and emotional development, and the role and value of play in education; it also covers the planning, implementation, and evaluation of play activities, focusing on play environments, materials and safety in preschool education, and the roles of adults and teachers in facilitating play.
Course Methods and Techniques Each class will begin with the instructor introducing the weekly course content. The teaching process will utilize lectures, question-and-answer sessions, and case studies, and will incorporate group discussions. Therefore, it is mandatory to complete preparatory work on the topic to be covered prior to the class.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Prof.Dr. Nilüfer Darıca https://profil.hku.edu.tr/akademik/nilufer-darica/ nilufer.darica@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources ?       And, M. (1999). Oyun ve bügü. Ankara: Türkiye İşbankası Yayınları.
?       Şen, M. (2010). Erken çocukluk döneminde oyun. Erken Çocukluk Eğitimi (p. 403-431). (H. İ. Diken,Ed.). Ankara: Pegem Akademi.
?       Baykoç Dönmez, N.(1992). Oyun kitabı. İstanbul: Esin Yayınevi.
?       Sevinç, M. (2004). Erken çocukluk gelişimi ve eğitiminde oyun. İstanbul: MORPA Kültür Yayınları.
?       Pehlivan, H. (2005). Oyun ve öğrenme. Ankara: Anı Yayınları.
?       Özdoğan, B. (2004). Çocuk ve oyun: çocuğa oyunla yardım. Ankara: Anı Yayıncılık.
?       Poyraz, H. (1999). Okul öncesi dönemde oyun ve oyuncak. Ankara: Anı Yayıncılık.
?       Elkind, D. (2011). Oyunun gücü (B. Onur, Çev. Ed.). Ankara: İmge Kitabevi Yayınları.
Course Notes There are no prerequisites.

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
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 2 28
Assignments 1 12 12
Mid-terms 1 16 16
Final examination 1 22 22
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 Can explain the definition and importance of play, as well as its role in child development.
2 They can evaluate the factors influencing the game and the different approaches to the game.
3 Can explain and compare classical, psychoanalytic, and cognitive play theories.
4 Can define game types, as well as play behaviors and characteristics according to developmental stages.
5 They can analyze the effects of play on physical, cognitive, linguistic, and socio-emotional development.
6 They can evaluate play materials, environments, and safety in preschool education from a multidimensional perspective.
7 They can plan, implement, and evaluate play activities suitable for children in the early childhood period.
8 They can apply drama- and play-based teaching methods by grasping the role of the teacher and the adult in play processes.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 “What is a game?” The definition and content of a game. You should come to class having done the reading. Course syllabus
2 Game features You should come to class having done the reading. Baykoç Dönmez, N. (1992). Play book. Istanbul: Esin Publishing House. Sevinç, M. (2004). Play in early childhood development and education. Istanbul: MORPA Cultural Publications.
3 Factors affecting the game You should come to class having done the reading. Yalman Polatlar, D. (Ed.). (2025). Play development and education in early childhood (3rd ed.). Pegem Akademi Publishing.
4 Ideas put forward regarding the game You should come to class having done the reading. Baykoç Dönmez, N. (1992). Play book. Istanbul: Esin Publishing House. Sevinç, M. (2004). Play in early childhood development and education. Istanbul: MORPA Cultural Publications.
5 The spread of games You should come to class having done the reading. Baykoç Dönmez, N. (1992). Play book. Istanbul: Esin Publishing House. Sevinç, M. (2004). Play in early childhood development and education. Istanbul: MORPA Cultural Publications.
6 The games children play most often You should come to class having done the reading. Baykoç Dönmez, N. (1992). Play book. Istanbul: Esin Publishing House. Sevinç, M. (2004). Play in early childhood development and education. Istanbul: MORPA Cultural Publications.
7 Game theories (Classical theories) You should come to class having done the reading. Baykoç Dönmez, N. (1992). Play book. Istanbul: Esin Publishing House. Sevinç, M. (2004). Play in early childhood development and education. Istanbul: MORPA Cultural Publications.
8 Midterm week
9 Play theories (Psychoanalytic theories) You should come to class having done the reading. Baykoç Dönmez, N. (1992). Play book. Istanbul: Esin Publishing. Sevinç, M. (2004). Play in early childhood development and education. Istanbul: MORPA Cultural Publications.
10 Game theories (Cognitive theories) You should come to class having done the reading. Yalman Polatlar, D. (Ed.). (2025). Play development and education in early childhood (3rd ed.). Pegem Akademi Publishing.
11 Game types You should come to class having done the reading. Baykoç Dönmez, N. (1992). Play book. Istanbul: Esin Publishing. Sevinç, M. (2004). Play in early childhood development and education. Istanbul: MORPA Cultural Publications.
12 The effects of play on a child ` s development You should come to class having done the reading. Baykoç Dönmez, N. (1992). Play book. Istanbul: Esin Publishing. Sevinç, M. (2004). Play in early childhood development and education. Istanbul: MORPA Cultural Publications.
13 The Role of Play in Education You should come to class having done the reading. Yalman Polatlar, D. (Ed.). (2025). Play development and education in early childhood (3rd ed.). Pegem Akademi Publishing.
14 Planning, implementation, and evaluation of play activities You should come to class having done the reading. -

 
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 5 3 4 3 3 3 1 2 2 2 3 3 1 2
C2 4 3 4 3 3 3 1 2 2 2 3 3 2 2
C3 4 3 5 3 3 4 1 2 2 2 4 3 1 2
C4 5 3 4 4 4 3 1 2 2 2 3 3 1 2
C5 5 3 4 4 4 3 1 2 2 2 3 3 2 2
C6 4 4 3 5 4 3 2 3 3 3 3 3 2 2
C7 4 5 4 5 5 3 2 3 4 3 3 4 2 2
C8 3 5 4 5 5 3 3 3 4 3 4 4 2 2

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