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 analyze issues and needs in the field of early childhood education based on data; to develop a feasible project proposal by establishing logical consistency among objectives, goals, activities, the budget, and evaluation; to examine actual project calls; and to write and present their proposals using professional language in accordance with principles of academic integrity. Course Content This course aims to enable undergraduate students in early childhood education to prepare a feasible educational project proposal addressing a specific need in the field of early childhood education. The course is based on the project cycle approach; the stages—project concepts and educational projects, needs analysis, problem definition and literature review, target groups and stakeholders, aims and objectives, activities, work-time schedules, resources and budget, risk management, monitoring and evaluation, sustainability and dissemination, as well as project writing and presentation—are addressed in a complementary manner. Students develop their own projects in weekly stages throughout the semester. Within the scope of the course, a distinction is made between project preparation, project-based learning, and the project approach implemented with children; real project calls are used solely for examination purposes, and students are not directed toward any specific program. Principles of academic integrity, citation, and transparency regarding the use of artificial intelligence are emphasized. Course Methods and Techniques The course is structured as a practical session where students work on their own projects. Each class begins with a brief lecture and case study analysis, followed by a workshop where students develop specific sections of their projects: data source scanning and problem tree workshops during the needs analysis and problem definition weeks (Weeks 3–4); stakeholder matrix and logical framework exercises, along with peer and small-group feedback, during the target group and objective-setting weeks (Weeks 5–6); planning and scheduling/budgeting workshops during the activity, timeline, and budget weeks (Weeks 7, 9, and 10); scenario and indicator development exercises during the risk management and monitoring-evaluation weeks (Weeks 11–12); and call analysis, text refinement, and criteria-based peer assessment during the call review and proposal writing weeks (Weeks 13–14). Project presentations and feedback sessions take place in the final week (Week 15). Individual project work continues throughout the semester, while group activities are conducted to facilitate feedback and comparative analysis. No data is collected directly from children within the scope of the course. The framework regarding the use of artificial intelligence tools (covering responsibility, verification, transparency, and data security) is addressed in Week 14; usage guidelines are determined by the instructor and university regulations. 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 Katz, L. G., Chard, S. C. ve Kogan, Y. (2014). Engaging children ` s minds: The project approach (3. bs.). Praeger. ISBN 978-1-4408-2872-0. Witkin, B. R. ve Altschuld, J. W. (1995). Planning and conducting needs assessments: A practical guide. SAGE Publications. ISBN 978-0-8039-5810-4. Ünal, D. P. (Ed.). (2019). Eğitimde proje hazırlama. Vizetek Yayıncılık. ISBN 978-605-7523-13-6. Yentürk, N. ve Aksakoğlu, Y. (2006). Proje döngüsü yönetimi I: Proje teklifi yazma, izleme ve değerlendirme. İstanbul Bilgi Üniversitesi Yayınları. ISBN 975-6176-70-9.