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Language of Instruction
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Turkish
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Level of Course Unit
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Bachelor's Degree
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Department / Program
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Pre-School Teaching
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Type of Program
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Formal Education
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Type of Course Unit
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Compulsory
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Course Delivery Method
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Face To Face
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Objectives of the Course
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This course aims for teacher candidates to: become familiar with the operation of early childhood education institutions, the classroom learning environment, and children through systematic observation and recording tools; acquire skills in preparing daily plans, activities, and materials based on the mentor teacher ` s monthly educational plan using the components of the MEB (2026) curriculum; implement planned activities under the supervision of the mentor teacher with gradually increasing responsibility and manage the classroom with a child-centered approach; and develop as reflective practitioners by evaluating their practices across the dimensions of the child, curriculum, and teacher, while acting in accordance with children ` s rights and professional ethics.
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Course Content
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This course addresses making observations on field-specific teaching methods and techniques in line with the "Teaching Practice 1" course description in the Council of Higher Education ` s Undergraduate Program in Early Childhood Education (YÖK, 2018); conducting individual and group teaching practices; developing field-specific activities and materials; and preparing instructional environments, managing the classroom, and performing assessment, evaluation, and reflection. The course is conducted as 2 hours of theoretical class per week at the faculty and 6 hours of practicum in an early childhood education institution affiliated with the Ministry of National Education; the practicum lasts 12 weeks.
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Course Methods and Techniques
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The course consists of two components. At the practicum school, the teacher candidate completes structured observation tasks during the first two weeks. During practicum weeks 3–12, they carry out the planning–implementation–evaluation cycle every week:
(1) Planning: Discusses the monthly educational plan and the needs of the classroom with the mentor teacher, prepares the daily plan according to the daily plan template (MEB, 2026, Annex-6), and uploads it to Classroom at least three days prior to implementation; revises the plan based on feedback from the course instructor and obtains the mentor teacher ` s approval.
(2) Implementation: Implements the plan under the supervision of the mentor teacher.
(3) Evaluation: Conducts a feedback session with the mentor teacher after the implementation, evaluates the day across the dimensions of the child, curriculum, and teacher, and completes the weekly reflection form.
In the theoretical class, plans are presented and discussed each week, course learning outcomes are reviewed, and recommendations regarding the practicum are shared. The course instructor observes each teacher candidate at the practicum school at least twice during the semester. Teaching responsibility increases gradually: observation during the first two weeks; starting with a single activity in the following weeks; and implementing the entire daily plan during the last three weeks.
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Prerequisites and co-requisities
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None
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Course Coordinator
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Asist Prof.Dr. Mehmet Ceylan mehmet.ceylan@hku.edu.tr
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Name of Lecturers
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Asist Prof.Dr. MEHMET CEYLAN
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Assistants
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None
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Work Placement(s)
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No
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Recommended or Required Reading
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Resources
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Millî Eğitim Bakanlığı. (2026). Türkiye Yüzyılı Maarif Modeli okul öncesi eğitim programı. Millî Eğitim Bakanlığı.
Hasan Kalyoncu Üniversitesi Eğitim Fakültesi. (2026). Öğretmen adayları için öğretmenlik uygulaması ders kılavuzu (2026–2027). Okul Öncesi Öğretmenliği Anabilim Dalı.
Millî Eğitim Bakanlığı. (2021). Öğretmenlik uygulaması yönergesi (21.09.2021 tarih ve 33258264 sayılı). Millî Eğitim Bakanlığı.
Millî Eğitim Bakanlığı. (2024). Türkiye Yüzyılı Maarif Modeli öğretim programları ortak metni. Millî Eğitim Bakanlığı.
Millî Eğitim Bakanlığı. (2026). Aile eğitimi ve katılımı rehberi. Millî Eğitim Bakanlığı.
Millî Eğitim Bakanlığı. (2026). Evde oyun rehberi. Millî Eğitim Bakanlığı.
Millî Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü. (2026). Ailemle okul yolu programı, okula uyum materyalleri ve Çocuğumla okula ilk adım defterleri (2026–2027 eğitim öğretim yılı). Millî Eğitim Bakanlığı.
Millî Eğitim Bakanlığı. (2014). Millî Eğitim Bakanlığı okul öncesi eğitim ve ilköğretim kurumları yönetmeliği. Resmî Gazete, 29072.
Millî Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. (2017). Öğretmenlik mesleği genel yeterlikleri. Millî Eğitim Bakanlığı.
Millî Eğitim Bakanlığı. Öğretmen adaylarının Millî Eğitim Bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge. https://mevzuat.meb.gov.tr/dosyalar/2066.pdf
Millî Eğitim Bakanlığı. Eğitim Bilişim Ağı (EBA). https://www.eba.gov.tr/
Jablon, J. R., Dombro, A. L. ve Dichtelmiller, M. L. (2007). The power of observation for birth through eight (2. baskı). Teaching Strategies.
National Association for the Education of Young Children. (2022). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4. baskı). NAEYC.
Yükseköğretim Kurulu. (2018). Okul öncesi öğretmenliği lisans programı. YÖK.
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Course Notes
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Core resources are mandatory for planning, implementation, and theoretical classes; sections not specified as "optional" in the weekly schedule must be read prior to plan preparation each week. The sections of supplementary resources required for the course are summarized in class. Core resources: Ministry of National Education. (2026). Century of Türkiye Education Model early childhood education curriculum. Ministry of National Education. Hasan Kalyoncu University Faculty of Education. (2026). Teaching practice course guide for teacher candidates (2026–2027). Department of Early Childhood Education. Ministry of National Education. (2021). Directive on teaching practice (Dated 21.09.2021 and numbered 33258264). Ministry of National Education.
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