Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
3EEC205Preschool Education Programs3+0+03502.11.2026
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 overall aim of this course is to enable pre-service teachers to understand the philosophical foundations, structure, and components of the Türkiye Century Education Model (TYMM) Preschool Education Program, to prepare play-based monthly education plans and daily plans by holistically integrating domain skills, learning outcomes and process components, dispositions, and cross-program components, to observe and report on the implementation of these plans, to evaluate and redesign learning environments, to plan differentiation practices, and to conduct evaluations in terms of the child, the program, and the teacher. The course also aims to familiarize pre-service teachers with different approaches to preschool education, enable them to compare these approaches with the TYMM, and develop a perspective for adapting them to the program.
Course Content The historical development of preschool education programs in Türkiye, the fundamental structure and components of the Türkiye Century Education Model (TYMM) Preschool Education Program, domain skills, learning outcomes and process components, dispositions and cross-program components, play-based learning, organization of learning environments, preparation of monthly education plans and daily plans, differentiation, child assessment and evaluation, family and community involvement, and examination of different approaches to preschool education.
Course Methods and Techniques The following methods and techniques are used in the course to enable pre-service teachers to analyze curriculum documents and develop their planning skills through practical applications:

• Lecture and Question-and-Answer: The concepts of curriculum and curriculum development and the theoretical framework of the TYMM are addressed through brief presentations and question-and-answer interactions.

• Pre-Class Preparation: Each week, students read the relevant section of the program and watch the Ministry of National Education (MoNE) introductory video before class. Class time is devoted to analysis and practical application.

• Curriculum Document Analysis: The TYMM curriculum document, Appendix 1 tables, concept list, and sample plans are analyzed in terms of domain skills, learning outcomes, and process components.

• Comparative Analysis: The 2013, 2024, and TYMM preschool education programs, as well as the three age groups, are examined using comparison tables based on predetermined criteria.

• Small-Group Discussion and Presentation: Classroom activities are discussed in small groups, and the resulting products are presented to the class and evaluated with supporting rationales.

• Analysis of Sample Practice Videos: MoNE’s TYMM sample practice videos are examined and interpreted in terms of program components, play, learning environments, and differentiation.

• Hands-On Planning Workshop: Drafts of monthly education plans, daily plans, and differentiation practices are prepared and developed step by step in the classroom.

• Game Design and Enactment: Different types of games that support selected domain skills are designed and implemented in the classroom.

• Observation and Fieldwork: Learning centers in preschool education institutions and the implementation of the prepared daily plan are observed, documented, and reported.

• Development of Assessment Tools: Assessment tools such as checklists and anecdotal records are developed and tested through sample observations.

• Reflection through a Method Notebook: Students regularly document their course notes, classroom practices, and reflections in a method notebook.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Prof.Dr. Şermin Metin https://profil.hku.edu.tr/akademik/sermin-metin/ sermin.metin@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources MEB (2026). Türkiye Century Education Model Preschool Education Program. Ankara: MEB General Directorate of Basic Education.
MEB. Türkiye Century Education Model Common Text of Curricula.
Appendices of the TYMM Preschool Education Program: Appendix-1 (tables of domain skills, learning outcomes, and process components for 36-48 / 48-60 / 60-72 months), Appendix-7 (Concept List), Appendix-15 (Monthly Education Plan Checklist), Tables 1-2-3 (child, program, and teacher assessment criteria).
TYMM Preschool Education Program Family Education and Participation Guidebook.
TYMM Play at Home Guide.
MEB. TYMM sample monthly education plans and daily plans.
Demirel, Ö. Curriculum Development in Education. Ankara: Pegem Akademi.
(Ed.) Zembat, R. (2016). Special Teaching Methods in Preschool Education. Ankara: Anı Publishing.
Demiriz, S., Ulutaş, İ. & Karadağ, A. (2011). Educational Environments and Equipment in Preschool Education Institutions. Ankara: Anı Publishing.
MEB 2013 and 2024 Preschool Education Programs (only for comparison and curriculum development discussions).
Çelik, M. & Gündoğdu, K. (2007). Historical development of preschool education in Türkiye. Atatürk University Journal of Kazım Karabekir Faculty of Education, (16), 172-190.
Gül, E. D. (2008). Preschool education from the Second Constitutional Era to the present. Çukurova University Journal of the Institute of Social Sciences, 17(1), 269-278.
Portfolio as an Assessment Tool in Preschool Education. Gazi University Journal of Gazi Faculty of Education.
Examination of Creativity in Preschool Education Programs from 1914 to 2006 (YÖK Thesis Center).
MEB TYMM Introductory Video: General Introduction to the TYMM Preschool Education Program
MEB TYMM Introductory Videos: Introduction to Turkish Language / Mathematics / Science / Social / Movement and Health / Art / Music Domain Skills
MEB TYMM Introductory Video: Play in the TYMM Preschool Education Program
MEB TYMM Introductory Video: Learning Environments in the TYMM Preschool Education Program
MEB TYMM Introductory Video: Family and Community Participation in the TYMM Preschool Education Program
MEB TYMM Introductory Video: Monthly Education Plan in the TYMM Preschool Education Program
MEB TYMM Introductory Video: Daily Plan in the TYMM Preschool Education Program
Course Notes The course notes consist of weekly topics based on the Türkiye Century Maarif Model (TYMM) Preschool Education Program: elements of an education program and curriculum development; the historical development of early childhood education programs in Türkiye; the general framework of TYMM; field skills, learning outcomes and process components; dispositions and cross-program components; learning environments; play in early childhood education; monthly and daily planning; differentiation; getting to know and assessing the child; and family and community involvement. Each week, students read the relevant section of the program and watch the Ministry of National Education TYMM introductory video before class.


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 % 20
Assignment 2 % 50
Final examination 1 % 30
Total
4
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 2 28
Hours for off-the-c.r.stud 13 4 52
Assignments 14 4 56
Final examination 1 14 14
Total Work Load   Number of ECTS Credits 5 150

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explains the basic concepts related to the education program, curriculum development, and the elements of the program; discusses the philosophical, social, and psychological foundations of curriculum development.
2 Explains the historical development of preschool education programs in Türkiye; compares the 2013 and 2024 programs with the Türkiye Century Education Model Preschool Education Program in terms of aim, structure, planning, and assessment.
3 Analyzes the aim, basic principles, and structure of the TYMM Preschool Education Program (domain skills, learning outcomes, process components, dispositions, and cross-curricular components).
4 Interprets Turkish language, mathematics, science, social, art, music, and movement and health domain skills by relating them to the developmental characteristics of children aged 36-48, 48-60, and 60-72 months.
5 Evaluates and redesigns in-school (learning centers), out-of-school, and digital learning environments according to TYMM criteria and children ` s developmental characteristics.
6 Prepares a monthly education plan and a daily plan in accordance with TYMM by placing play at the center as the fundamental teaching-learning method; observes and reports the implementation of the plan.
7 Plans enrichment and support practices for children with different developmental and learning characteristics in terms of content, process, product, and learning environment.
8 Uses process- and outcome-oriented tools (observation, anecdotal record, checklist, portfolio, Skill Acquisition Report) in sample practices for getting to know and assessing the child; conducts assessment in terms of child, program, and teacher.
9 Plans inclusive family and community participation activities and family education studies by taking families ` characteristics, needs, and preferences into account.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course introduction; the importance, principles, and elements of the education program (objective/skill, content, teaching-learning process, assessment). Reviewing the course syllabus; reading Chapters 1 and 2 of Demirel, Ö. Curriculum Development in Education Course Syllabus | Demirel, Ö. Curriculum Development in Education (Chapters 1 and 2)
2 The concept, aims, and process of curriculum development; the historical development of preschool education programs in Türkiye (from 1913 to the present) and the general characteristics of the 2013–2024 programs. Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class Demirel, Ö. Curriculum Development in Education. | Çelik, M. & Gündoğdu, K. (2007). Historical Development of Preschool Education in Türkiye. | Gül, E. D. (2008). Preschool Education from the Second Constitutional Era to the Present.
3 The philosophical and theoretical foundations of the Türkiye Century Education Model; Common Text of Curricula; holistic structure from preschool to secondary education; the aim and basic characteristics of the TYMM Preschool Education Program (skill-based, holistic, play-based, child-centered, flexible). Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class TYMM Common Text of Curricula | TYMM Preschool Education Program (Introduction section) | MEB introductory video: General Introduction to the Program
4 Concepts of skill, domain skill, learning outcome, and process component; the hierarchical structure of process components; reading and using the Appendix-1 tables (36-48, 48-60, 60-72 months). Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class TYMM Preschool Education Program — Domain Skills section and Appendix-1 tables
5 Dispositions (self, social, and intellectual dispositions); cross-curricular components: social-emotional learning skills, Virtue: Value-Action Framework, and literacy skills. Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class; preparing for the school visit within the scope of Assignment 1 TYMM Preschool Education Program — Dispositions and Cross-Curricular Components sections | TYMM Common Text of Curricula | Assignment 1: TYMM Learning Centers Observation Form
6 In-school learning environments and learning centers (blocks, books, early literacy, music, art, science, mathematics, dramatic play, outdoors); out-of-school learning environments and the teacher ` s role; digital learning environments and principles of use. Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class; completing the school visit within the scope of Assignment 1 TYMM Preschool Education Program — Learning Environments section | MEB introductory video: Learning Environments | Demiriz, Ulutaş & Karadağ (2011) | Assignment 1: TYMM Learning Centers Observation Form
7 Turkish language domain skills (Listening/Viewing – TADB, Speaking – TAKB, Reading – TAOB, Early Literacy – TAEOB) and mathematics domain skills (mathematical reasoning, problem solving, representation, working with data and data-based decision making, counting). Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class; preparing the Assignment 1 learning centers observation report for submission and presentation TYMM Preschool Education Program — Turkish Language and Mathematics Domain Skills | MEB introductory videos: Turkish Language and Mathematics Domain Skills | Assignment 1: TYMM Learning Centers Observation Form and assessment criteria
8 Midterm exam. Scope: Weeks 1–7. Reviewing the course content and related resources from Weeks 1–7 Course resources from Weeks 1–7 | TYMM Preschool Education Program documents
9 Science domain skills (scientific observation, classification, prediction, experimentation, use of evidence) and social domain skills (chronological thinking, change-continuity, use of sources, spatial thinking, sketch-map reading, questioning social life). Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class TYMM Preschool Education Program — Science and Social Domain Skills | MEB introductory videos: Science and Social Domain Skills
10 Art domain skills (understanding art forms, examining works of art, valuing art, engaging in artistic practice); music domain skills (listening, singing, playing, moving with music); movement and health domain skills (fundamental movement skills, body awareness, nutrition, hygiene, safety). Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class TYMM Preschool Education Program — Art, Music, Movement and Health Domain Skills | MEB introductory videos: Art, Music, Movement and Health Domain Skills
11 The position of play as the fundamental teaching-learning method in TYMM; types of play; the relationship of play with domain skills, dispositions, social-emotional learning skills, values, and literacy skills; the teacher ` s role in play. Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class TYMM Preschool Education Program — Play section | MEB introductory video: Play in the Program | TYMM Play at Home Guide
12 Structure of the monthly education plan; preparation before planning, planning process, and post-planning; concepts (Appendix-7), specific days and weeks, family and community participation, evidence of learning; Monthly Education Plan Checklist (Appendix-15). Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class TYMM Preschool Education Program — Monthly Education Plan section and Appendix-15 | MEB introductory video: Monthly Education Plan | MEB sample monthly education plans
13 Structure of the daily plan: activities, routines, concepts and words, materials, learning environments, differentiation, family and community participation, assessment. Routines: starting the day, play in learning centers, transitions between activities, outdoor play, evaluation of the day. Types of activities and forms of implementation (integrated, large group, small group, individual). Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class; preparing a daily plan based on the prepared monthly education plan draft TYMM Preschool Education Program — Daily Plan section | MEB introductory video: Daily Plan | MEB sample daily plans | Assignment 2: Preparing a Daily Plan, Observing Its Implementation, and Evaluating It
14 Differentiation approach; planning enrichment and support practices in terms of content, process, product, and learning environment; inclusive education environment; the teacher ` s observation-based decision-making process. Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class; adding enrichment and support practices to the daily plan prepared in Week 13 TYMM Preschool Education Program — Differentiation section | Differentiation sections in MEB sample plans
15 Process-oriented assessment approach; observation techniques, anecdotal records, checklists, and portfolios; outcome-oriented assessment and Skill Acquisition Report (e-School); three-dimensional assessment in terms of child, program, and teacher; daily and monthly plan assessment; assessment cycle (observation-recording, monthly analysis, roadmap for the following month). Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class TYMM Preschool Education Program — Getting to Know and Assessing the Child section, Table 1, Table 2, Table 3 | Portfolio as an Assessment Tool in Preschool Education
16 Aims and planning of family and community participation; Family Participation Preference Form and Family Education Needs Assessment Form; family education activities and monitoring; Play at Home Guide; overall evaluation of the semester. Reading the relevant section of the program and the weekly resources, and watching the relevant MEB TYMM introductory video before class; preparing the Assignment 2 implementation report for submission and presentation TYMM Preschool Education Program — Family and Community Participation section | TYMM Family Education and Participation Guidebook | TYMM Play at Home Guide | MEB introductory video: Family and Community Participation | Assignment 2: Preparing a Daily Plan, Observing Its Implementation, and Evaluating It

 
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 2 2
C2 4 5 3 2
C3 5 4 3 3
C4 4 3 3 4 2
C5 3 4 3 3 3 3
C6 3 4 4 4 3 2 3
C7 3 4 4 2 2 2
C8 3 4 4 3 2
C9 2 5 3 3

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