Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
3EEC052Different Approaches and Models in Early Childhood3+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 Elective
Course Delivery Method Face To Face
Objectives of the Course The aim of this course is to enable pre-service teachers to comprehensively examine the origins, philosophical and theoretical foundations, perspectives on children and learning, teacher roles, organization of learning environments, teaching and learning processes, relationships with families and communities, and assessment approaches of different approaches and models developed in early childhood education from past to present.
The course aims not only to help pre-service teachers become familiar with the fundamental characteristics of different approaches and models, but also to enable them to analyze the underlying conceptions of children, learning, and education; compare the similarities and differences among these approaches; critically evaluate their practices; and interpret the knowledge gained from different approaches within the context of early childhood education in Türkiye.
Course Content The course covers the concepts of approaches, models, and programs in early childhood education; the historical and theoretical foundations of early childhood education approaches; and various approaches and models, particularly Montessori, Reggio Emilia, HighScope, Waldorf/Steiner, and the Project Approach.
These approaches are examined in terms of the image of the child, conceptions of learning, the role of the teacher, learning environments, materials, daily routines, planning, family and community involvement, assessment, and documentation. The course also addresses nature-based early childhood education and contemporary international examples of early childhood education, while discussing the relationship between different approaches and models and the preschool education context in Türkiye.
Course Methods and Techniques The course will employ a variety of teaching methods and techniques, including lectures, question-and-answer sessions, discussions, case analysis, problem solving, brainstorming, small-group work, collaborative learning, visual and video analysis, document analysis, comparative analysis, examination of classroom environments and materials, student presentations, and reflective assessment. Theoretical content will be linked to classroom practice examples to support pre-service teachers in analyzing and comparing different approaches and models and drawing implications for early childhood education practices.
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 Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
Course Notes No
Documents Fazlıoğlu, Y. (Ed.). (2012). Erken Çocukluk Eğitiminde Yaklaşımlar ve Programlar. Vize Yayıncılık.

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 % 30
Assignment 1 % 20
Final examination 1 % 50
Total
3
% 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
Presentation 1 20 20
Mid-terms 1 12 12
Final examination 1 18 18
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 Distinguishes between and differentiates the concepts of approach, model, program, and method in early childhood education.
2 Explains the historical, social, philosophical, and theoretical foundations that influenced the emergence of various approaches and models in early childhood education.
3 It explains the fundamental characteristics of the Montessori, Reggio Emilia, HighScope, Waldorf/Steiner, and Project Approaches.
4 It analyzes the image of the child, the understanding of learning, and the role of the teacher across different approaches and models.
5 It compares approaches and models across the dimensions of the educational environment, materials, planning, daily routine, family participation, and assessment.
6 Evaluates in-class practices and case studies regarding different approaches and models in line with the fundamental principles of the respective approach.
7 It discusses the strengths, limitations, and transferability of different approaches and models to various cultural and educational contexts.
8 Justifies their own pedagogical approach to early childhood education by drawing on various approaches and models.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course Description Syllabus
2 The Reggio Emilia Approach I: Historical, Philosophical, and Theoretical Foundations; Conceptions of the Child and Learning; How does the image of the “strong and competent child” in the Reggio Emilia Approach influence the planning of the educational process and the relationship the teacher establishes with the child? Does the concept of the “Hundred Languages ??of Children” refer solely to children expressing themselves through various art activities? Please explain. How does the view of learning as a relational and co-constructed process in the Reggio Emilia Approach alter the teacher ` s traditional role as a transmitter of knowledge? Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
3 The Reggio Emilia Approach II: Educational Environment, Progettazione, Project Work, and Pedagogical Documentation What does the phrase “the environment as an educator” mean in the Reggio Emilia Approach, and why does it differ from merely arranging the classroom aesthetically? What are the fundamental differences between *progettazione* and a pre-prepared, detailed daily lesson plan? In what ways does pedagogical documentation differ from simply displaying photographs of children’s work, and how does it inform the teacher’s subsequent pedagogical decisions? Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
4 The Emergence and Intellectual Foundations of Early Childhood Education Approaches In what ways do the ideas of Rousseau, Pestalozzi, Froebel, and Dewey regarding children and learning differ from the traditional approach to education? How are Pestalozzi’s concept of the “head-heart-hand” integration and Froebel’s views on play and activity reflected in contemporary early childhood education practices? In which aspects of the Reggio Emilia Approach—examined during the first two weeks—can traces of these historical intellectual foundations be observed? Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
5 Waldorf/Steiner Approach Why is the concept of rhythm and repetition in the Waldorf approach important in early childhood education? How does the emphasis placed on imagination and free play in Waldorf education influence the teacher ` s role in the educational process? Evaluate the Waldorf approach ` s perspective on natural materials and technology within the context of contemporary early childhood education. Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
6 Montessori Approach What understanding of child learning is reflected in Montessori’s concepts of the “absorbent mind” and “sensitive periods”? Are freedom and discipline opposing concepts within the Montessori approach? Please explain. Compare Montessori’s image of the child with that of Reggio Emilia regarding the concepts of the strong/competent child, independence, and the role of the adult. Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
7 HighScope Approach What does "active learning" mean in the HighScope approach, and is it the same as a child simply participating actively in an activity? How can the Plan-Do-Review process support children ` s skills in decision-making, problem-solving, and reflecting on their own learning? What does it mean for the teacher to share control with the child in the HighScope approach? Please explain using a classroom example. Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
8 Midterm Exams
9 Library Week Library Resources
11 Project Approach Can every child initiate a project on a topic that interests them? What characteristics must a topic possess to be suitable for the Project Approach? How does the teacher ` s role evolve across the three phases of the Project Approach? Compare the Project Approach with the project work conducted in Reggio Emilia in terms of planning, the role of children ` s questions, and teacher intervention. Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
12 Child-to-Child Approach How does the "Child-to-Child" approach—where the child acts as both learner and teacher—transform the traditional teacher-child relationship? How do peer interaction and peer learning serve the objectives of this approach? Design an example of an activity for preschool-aged children in which they can support each other ` s learning. Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
13 Forest School Approach Does conducting a preschool activity outdoors automatically make it a Forest School activity? Why? How can a balance be struck between providing opportunities for risky play and ensuring children ` s safety within the Forest School approach? Compare the Forest School setting with a traditional preschool classroom in terms of the learning environment, materials, and the role of the teacher. Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
14 The Bank Street Approach and the Portage Early Education Program How does Bank Street’s developmental-interactionist approach explain child learning? What is the rationale for placing the family at the center of the educational process in the Portage program? Compare Bank Street and Portage in terms of their goals, implementation settings, and adult roles. Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.
15 The Pyramid Approach and the Homeschool Approach How are teacher-child interaction and the child ` s initiative supported in the Pyramid Approach? What are the potential strengths and limitations of the Home School Approach in early childhood? Compare the Pyramid and Home School approaches in terms of the educational environment, the role of the adult, and the child ` s position in the learning process. Fazlıoğlu, Y. (Ed.). (2012). Approaches and Programs in Early Childhood Education. Vize Publishing.

 
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 2 5 5 2 3 2 1 1 1 1 3 3 1 2
C1 2 5 5 2 3 2 1 1 1 1 3 3 1 2
C2 3 4 5 2 3 3 1 1 1 1 4 3 1 3
C3 3 5 5 3 4 3 1 1 1 1 4 4 1 3
C4 4 5 5 4 5 4 2 2 2 2 3 4 2 4
C5 3 5 5 5 5 4 2 2 3 3 3 4 2 3
C6 4 5 5 5 5 5 2 3 3 3 4 5 3 4
C7 3 4 5 4 5 5 2 3 3 3 5 5 3 5
C8 4 5 5 5 5 5 2 4 4 4 5 5 4 5

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