Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
5EEC303Recognition and Evaluation of the Child3+0+03530.10.2026
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 aim of this course is to enable prospective teachers to acquire the fundamental knowledge and practical skills necessary for understanding and assessing children in preschool educational settings; to select and implement appropriate assessment methods and tools; to interpret and report the data obtained at a basic level; and to act in accordance with ethical principles and children ` s rights throughout the entire process.
Course Content This course covers the objectives, principles, and fundamental methods of child assessment and understanding within the preschool educational setting. It introduces approaches such as observation, interviews, developmental screening, standardized testing, and alternative assessment (performance, portfolio, and play-based methods); it also addresses the summarization and basic interpretation of collected data, its application to instruction, and reporting to families. Children ` s rights and ethical principles are upheld throughout all stages of the course.
Course Methods and Techniques The course is conducted using methods such as brief lectures, discussions, case analyses, role-playing, observation and recording exercises based on video footage, a tool development workshop, small-group work, and peer feedback. Weekly readings are assigned to prepare for the class, and students complete practical assignments by linking them to in-class activities.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Büşra Bilir Çevik busra.bilir@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources McAfee, O. ve Leong, D. J. Erken Çocukluk Döneminde Gelişim ve Öğrenmenin Değerlendirilmesi ve Desteklenmesi (5. basımdan çeviri; Çeviri Editörü: B. Güzel). Nobel Yayıncılık. (2020)
Bayhan, P. (Ed.). Okul Öncesi Dönemde Alternatif Değerlendirme (Her Yönüyle Okul Öncesi Eğitim Serisi, 16). Hedef CS. (2019)
Bayhan, P. Erken Çocukluk Döneminde Değerlendirme. Hedef CS. (2017)
Bredekamp, S. Erken Çocukluk Eğitiminde Etkili Uygulamalar 11. Bölüm: Çocuklarda Öğrenme ve Gelişimin Değerlendirilmesi. (2. basımdan çeviri; Çeviri Editörü: İnan, H. Z. ve İnan, T. Pearson Yayıncılık. (2015)


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 3 42
Mid-terms 1 25 25
Final examination 1 45 45
Total Work Load   Number of ECTS Credits 5 154

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explains the purposes, principles, and fundamental concepts of child assessment and understanding the child.
2 During the evaluation process, they act with due regard for children ` s rights and ethical principles (impartiality, confidentiality, fair assessment).
3 Collects and records data regarding the child using observation techniques (narrative records, checklists, rating scales, sampling).
4 Selects the method and tool appropriate for the child ` s age, developmental characteristics, and the purpose of the assessment, and justifies the selection.
5 Plans and conducts sessions with children and families; documents assessment data using digital tools (photos, videos, audio recordings).
6 Distinguishes the characteristics and limitations of developmental screening, standardized testing, and alternative assessment (performance, portfolio, play-based) approaches.
7 Summarizes and interprets assessment data at a basic level; identifies situations requiring attention from a developmental perspective and discusses appropriate referrals.
8 Reports assessment results to families and colleagues in an appropriate manner and uses them in educational planning.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course Description
2 Introduction to Assessment in Early Childhood: Concepts, Rationale, and Purposes.
3 Principles, Ethics, and Children ` s Rights in Assessment.
4 Basic Measurement Concepts and Types of Evaluation.
5 Planning the Evaluation: What, When, and from Which Sources Do We Evaluate?
6 Observation I: Planning the Observation and Narrative-Style Records.
7 Observation II: Checklists, Rating Scales, and Other Recording Techniques.
8 Midterm
9 Interview and Information Gathering with the Family.
10 Developmental Assessment, Screening, and Recognition of Special Needs.
11 Standardized Tests and the Role of the Teacher.
12 Alternative Assessment I: Performance Assessment and Portfolio.
13 Alternative Assessment II: Game-Based and Activity-Based Assessment.
14 Summarizing, Interpreting, and Using Data in Teaching.
15 Communicating Results, Reporting, and Collaboration; Integrative Case Study.

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

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