Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
6EEC306Early Literacy Education3+0+03401.11.2026
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 explain the scope, developmental and theoretical foundations, and key components of early literacy, as well as to evaluate the development of early literacy skills and their relationship to children ` s school readiness. Furthermore, the course aims to enable prospective teachers to evaluate learning environments, instructional processes, and materials that support children ` s early literacy skills; to plan and implement early literacy activities tailored to children ` s developmental characteristics and individual differences; and to develop supportive practices regarding the role of families in the early literacy process.
Course Content Definition, scope, and theoretical foundations of early literacy; development of early literacy and its relationship to school readiness; oral language and vocabulary; phonological awareness; print awareness; alphabet and letter knowledge; listening comprehension and narrative skills; early writing skills; assessment of early literacy skills; early literacy-rich learning environments; children ` s books and interactive/shared reading; play-based early literacy practices; family and home literacy environments; digitalization, e-books, and the use of digital tools in early literacy; planning, preparation, implementation, and evaluation of early literacy activities and materials.
Course Methods and Techniques The teaching-learning process of the course will employ methods such as lecturing, question-and-answer sessions, discussion, case studies, problem-based learning, demonstration and practice, as well as individual and group work. To facilitate the application of theoretical knowledge, early literacy activities and material samples will be examined, children ` s books and digital materials will be evaluated, and sample practices will be discussed; furthermore, pre-service teachers will plan and implement early literacy activities. Students are expected to conduct preliminary work on the weekly topics and actively participate in in-class discussions and practical activities. This structure also maintains the approaches—lecturing, question-and-answer, discussion, problem-based learning, case studies, and group discussion—specified in the existing syllabus.
Prerequisites and co-requisities None
Course Coordinator Asist Prof.Dr. Mihriban ÖZCAN https://profil.hku.edu.tr/akademik/mihriban-ozcan/ mihriban.ozcan@hku.edu.tr
Name of Lecturers Asist Prof.Dr. MİHRİBAN ÖZCAN
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi.
Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
Course Notes No.
Documents Oktay, A. (2013). İlköğretime hazırlık ve ilköğretim programları. Ankara: Pegem akademi Alisinanoğlu, F. (Ed.). (2013). İlköğretime hazırlık ve ilköğretim programları. Pegem Akademi.

Course Category
Social Sciences %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
Project 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
Mid-terms 1 10 10
Project 1 40 40
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 Explains the preschool education program and its theoretical foundations.
2 It compares the primary school curriculum with the preschool education curriculum.
3 Interprets methods for assessing children ` s readiness for primary school.
4 Develops recommendations regarding the responsibilities of families in preparation for primary school.
5 Prepares activities aimed at preparing children for primary school.
6 Implements the early literacy activities they have prepared with the children.
7 Knows the characteristics of the process of starting school and adjusting to it.
8 Explains the importance of the transition to primary education. Gains knowledge about the full range of prerequisite knowledge, skills, and attitudes children possess regarding reading.
9 Gains knowledge about the developmental process of early literacy skills, their components, the related domains, and the impact of these domains on children ` s developmental processes.
10 Knows the scope of reading and writing readiness activities in the preschool education program.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course Description Syllabus
2 School Readiness, School Adjustment, and Transition to Primary School Does school readiness consist solely of academic skills? What are the key factors influencing a child ` s adjustment to school? How can the transition from preschool education to primary school be supported? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
3 Introduction to Early Literacy What is early literacy and when does it start? Why is early literacy not direct teaching of reading and writing? What are the key components of early literacy? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
4 Oral Language, Vocabulary, Listening Comprehension, and Narrative Skills How do oral language skills affect later reading skills? How can vocabulary knowledge be supported? What practices can be used to develop children ` s narrative skills? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
5 Phonological Awareness What is the difference between phonological awareness and phonemic awareness? In what order do phonological awareness skills develop? How can these skills be supported in a preschool classroom? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
6 Print Awareness, Alphabet, and Letter Knowledge What skills does print awareness encompass? How does environmental print support early literacy? How should letter knowledge be addressed during the preschool period? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
7 Assessment of Early Writing Skills and Early Literacy How do early writing skills develop? Why are a child ` s non-traditional writing attempts important? Through what methods can early literacy skills be assessed? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
8 Midterm Exams
9 Children ` s Books, Interactive Reading, and Early Literacy What is the difference between traditional book reading and interactive reading? What is the teacher ` s role in a high-quality interactive reading process? How can a children ` s book support various early literacy skills simultaneously? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
10 Learning Environment, Play, Family, and Digitalization in Early Literacy How can a literacy-rich classroom environment be created? How does play support early literacy skills? What criteria should be considered regarding the use of digital tools in early literacy? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
11 Early Literacy and Digital Games Which components of early literacy can digital games be used to support? What developmental and pedagogical criteria should be considered when selecting a digital game for early childhood? How can digital games be integrated with face-to-face early literacy activities? Oktay, A. (2013). Preparation for primary education and primary education curricula. Ankara: Pegem Akademi. Alisinanoğlu, F. (Ed.). (2013). Preparation for primary education and primary education curricula. Pegem Akademi.
12 Implementation and Evaluation of Early Literacy Activities
13 Implementation and Evaluation of Early Literacy Activities
14 Implementation and Evaluation of Early Literacy Activities
15 General Assessment

 
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 2 1 2 1 1 1
C2 2 3 2 1 2 1 1 1 1
C3 3 3 2 2 3 1 1 1 1 1 1
C4 2 2 1 2 2 1 1 1 3 1 2 1 1
C5 3 3 2 3 3 1 1 2 3 1 1 3 1 2
C6 3 3 2 3 3 1 2 2 3 1 1 3 1 2
C7 3 2 2 2 3 1 1 2 1 1 2
C8 3 3 3 2 3 1 1 1 2 2 1
C9 3 3 3 3 3 2 1 2 1 1 2 2 1 1
C10 2 3 2 3 3 1 1 2 2 1 1 2 1 1

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