Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
6EMB015Classroom Management in Early Childhood3+0+03407.10.2026
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 This course aims to enable pre-service teachers to: (A1) understand the basic concepts of classroom management, the physical, social and psychological dimensions of the classroom, and the implications of learning theories and classroom management models for classroom management; (A2) gain the skills to create a positive classroom and learning climate through constructivist communication and interaction, motivation and instructional leadership; (A3) understand the principles of organizing the physical environment, daily plan, time, rules, procedures and routines according to the characteristics of the early childhood classroom; (A4) evaluate solutions to problem behaviours, inclusive classrooms with children with special needs and teacher–parent meetings through case studies.
Course Content Basic concepts of classroom management; physical, social and psychological dimensions of the classroom; theories of education and learning and their implications for classroom management; constructivist classroom management; constructivist communication and interaction, positive classroom climate and motivation; planning physical environments; classroom management models; classroom rules, procedures and routines; managing instruction and the teacher as an instructional leader; effective planning; time management; approaches to discipline; problem behaviours and their management; classroom management in classrooms with children with special needs; teacher–parent collaboration and managing parent meetings.
Course Methods and Techniques Lecture, question and answer, discussion, case study analysis, group work, role play.
Prerequisites and co-requisities None
Course Coordinator Asist Prof.Dr. Mehmet Ceylan mehmet.ceylan@hku.edu.tr
Name of Lecturers Asist Prof.Dr. Mehmet Ceylan mehmet.ceylan@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Aktaş Arnas, Y., & Sadık, F. (Eds.). (2025). Erken çocukluk eğitiminde sınıf yönetimi [Classroom management in early childhood education] (5th ed.). Pegem Akademi.
Ministry of National Education. (2026). Türkiye Century Maarif Model preschool education curriculum. MoNE.
Başar, H. (2016). Sınıf yönetimi [Classroom management]. Anı Yayıncılık.
Çelikten, M., & Teyfur, M. (2014). Yapılandırmacı yaklaşıma göre sınıf yönetimi [Classroom management according to the constructivist approach]. Anı Yayıncılık.
Kaya, Z. (2019). Sınıf yönetimi [Classroom management]. Pegem Akademi.
Sarıgöz, O., Tösten, R., & Baş, M. (2019). Sınıf yönetimi [Classroom management]. Anı Yayıncılık.
Yüksel, G., & Büyükalan-Filiz, S. (2017). Sınıf yönetimi [Classroom management]. Pegem Akademi.
Course Notes Aktaş Arnas, Y., & Sadık, F. (Eds.). (2025). Erken çocukluk eğitiminde sınıf yönetimi [Classroom management in early childhood education] (5th ed.). Pegem Akademi.
Ministry of National Education. (2026). Türkiye Century Maarif Model preschool education curriculum. MoNE.
Lecture notes and case studies are shared via Google Classroom.

Course Category
Education %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 3 42
Mid-terms 1 16 16
Final examination 1 20 20
Total Work Load   Number of ECTS Credits 4 120

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
Bilgi 
1 Explains the basic concepts of classroom management and the physical, social and psychological dimensions of the classroom with examples from early childhood classrooms.
8 Explains the principles of planning and conducting teacher–parent meetings.
Beceri 
2 Compares learning theories and classroom management models in terms of teacher role, rules and degree of control.
3 Distinguishes, in given classroom situations, examples of constructivist communication and interaction that support a positive classroom climate and children ` s motivation.
4 Evaluates the arrangements of physical environment, daily plan, time and instruction management in a given early childhood classroom according to classroom management principles.
5 Distinguishes developmentally appropriate classroom rules, procedures and routines in given examples.
Yetkinlik 
6 Selects preventive and corrective strategies appropriate to the possible causes of problem behaviours in case studies.
7 Selects appropriate classroom management adaptations for inclusive classrooms.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course introduction. Basic concepts in classroom management Weekly reading. Study questions: Is classroom management only "keeping order"? What distinguishes classroom management in preschool from primary school? Syllabus; Aktaş Arnas & Sadık (2025), Ch. 1
2 Theories of education and learning and their implications for classroom management Weekly reading. Study questions: Which theory does a teacher using a reward chart draw on and what are its limitations? What role does children ` s modelling play in learning rules? Lecture notes; Aktaş Arnas & Sadık (2025), Ch. 2
3 Constructivism and education; constructivist classroom management Weekly reading. Study questions: Has the teacher "given up control" in a constructivist classroom? How does giving children choices affect classroom order? Lecture notes; optional: Çelikten & Teyfur (2014)
4 Constructivist communication and interaction; positive classroom climate and motivation Weekly reading. Study questions: What is the difference between "Well done" and descriptive feedback? Which teacher expressions create communication barriers? Aktaş Arnas & Sadık (2025), Ch. 7
5 Planning physical environments in the early childhood classroom and classroom management Weekly reading. Study questions: What problems can placing the block centre next to the book centre cause? How do accessible and labelled materials make classroom management easier? Aktaş Arnas & Sadık (2025), Ch. 3; MoNE (2026), learning environments
6 Classroom management models Weekly reading. Study questions: What does Kounin ` s concept of "withitness" mean for a preschool teacher? Which model is more compatible with the developmental characteristics of a 4-year-old? Lecture notes; optional: supplementary sources
7 Constructivist classroom rules, procedures and routines Weekly reading. Study questions: What is the difference between "Don ` t run!" and "We walk in the classroom"? Why are rules created with children ` s participation adopted more easily? Aktaş Arnas & Sadık (2025), Ch. 4
8 Midterm exam Review of weeks 1–7 Aktaş Arnas & Sadık (2025)
9 Managing instruction; the teacher as an instructional leader Weekly reading. Study questions: What can the teacher do to regather a group that has scattered in the middle of an activity? How should instructions be given to 4-year-olds? Aktaş Arnas & Sadık (2025), Ch. 5
10 Effective planning and classroom management in early childhood classrooms Weekly reading. Study questions: Why is the plan the first tool of classroom management? Does differentiation make classroom management harder or easier? Aktaş Arnas & Sadık (2025), Ch. 5; MoNE (2026), pp. 84–95 and Appendix 6
11 Time management in early childhood classrooms Weekly reading. Study questions: How much of a preschool day do children spend waiting? Why are problem behaviours more common during transitions? Aktaş Arnas & Sadık (2025), Ch. 6; MoNE (2026), Appendix 6
12 Approaches to discipline Weekly reading. Study questions: Is the "thinking chair" a discipline method or a punishment? What is the difference between a logical consequence and punishment? Aktaş Arnas & Sadık (2025), Ch. 9
13 Undesirable behaviour in early childhood classrooms and its management Weekly reading. Study questions: How does the function of a behaviour determine the intervention? When does a behaviour require specialist support? Aktaş Arnas & Sadık (2025), Ch. 8
14 Children with special needs in early childhood classrooms Weekly reading. Study questions: Is "the same rule for everyone" fair in an inclusive classroom? How can the teacher, family and special education specialist collaborate? Aktaş Arnas & Sadık (2025), Ch. 10; MoNE (2026), pp. 84–95
15 Teacher-parent collaboration and managing teacher-parent meetings; overall review Weekly reading. Study questions: How should a meeting with a parent who will receive negative information be started? How does collaboration with families support behaviour management? MoNE (2026), pp. 95–97; case studies examined during the semester
16 Final exam Review of all topics Aktaş Arnas & Sadık (2025); MoNE (2026)

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14
All 5 4 5 4 4 5 1 5 2 2 1 5
In1 3 3 5 2
In8 4 5 3 2 2
Sk2 3 3 4 2 2 3
Sk3 4 4 3 4 4 1
Sk4 4 3 3 3 4
Sk5 5 4 4 5 4
Co6 5 3 3 4 4 5
Co7 3 3 5 2 1 4

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