Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
2EC632Designing Early Childhood Education Institutions3+0+03708.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Doctorate's Degree
Department / Program Preschool Education (PhD)
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 address the physical, pedagogical and administrative components of early childhood education institutions with a holistic approach, enabling students to design developmentally appropriate, inclusive, safe, aesthetic and functional learning environments in line with national and international standards. In this context, the course aims to provide students with advanced theoretical and applied knowledge on how spatial design is integrated with child development, teaching-learning processes and early childhood education approaches, and to strengthen students ` skills in original design development, analysis, problem solving and interdisciplinary thinking.
Course Content This course addresses, in its theoretical and applied dimensions, how the physical, pedagogical and administrative aspects of early childhood education institutions should be designed. Within the course, students analyze and develop early childhood education environments within the framework of national and international standards, child development theories, the quality of learning environments, spatial arrangement principles and the integration of technological/digital tools into the space. Indoor and outdoor design, the placement of learning centers, material selection, safety and risk management, inclusive and universal design approaches, and spatial arrangements suitable for children with special needs are examined in depth. The course supports students in combining theoretical knowledge of spatial design with original applications to develop evidence-based designs and defend these designs through academic presentations and reports.
Course Methods and Techniques
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Prof.Dr. Yaşare Aktaş Arnas yasare.aktas@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Aktaş Arnas, Y. (Ed.). (2019). Çocuk Merkezli Öğrenme Ortamları (Child-Centered Learning Environments). Pegem Yayınevi, Ankara.


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
Assignment 3 % 40
Project 1 % 60
Total
4
% 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
Assignments 3 18 54
Presentation 4 6 24
Project 1 48 48
Total Work Load   Number of ECTS Credits 7 210

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explains the physical, pedagogical and administrative design principles of early childhood education institutions within the framework of national and international standards.
2 Analyzes the effects of learning environments on children ` s cognitive, social-emotional, motor and language development by relating them to theoretical models.
3 Designs developmentally appropriate indoor and outdoor space arrangements (ages 0–3 / 3–6) in line with pedagogical and ergonomic principles.
4 Creates functional and safe classroom plans regarding the placement of learning centers, material selection and spatial flow.
5 Develops school garden and outdoor space designs in the context of nature-based learning and risky play theories.
6 Produces accessible solutions by adapting universal and inclusive design principles for children with special needs to the space.
7 Plans spatial arrangements in accordance with standards on safety, risk management and emergency planning.
8 Evaluates technology integration in terms of pedagogical appropriateness, digital literacy and sensory load principles.
9 Prepares academic reports and project presentations by defending spatial designs with evidence-based rationales.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction to the Course and Basic Concepts: Aim and learning outcomes of the course; The concept of “learning environment”; Importance of early childhood education environments; Discussion of the pedagogical value of space
2 The Role of Developmental Theories in Preschool Institution Design and National and International Standards: The role of developmental theories in space design; MoNE standards; UNESCO early childhood education principles; NAEYC Physical Environment Standards; Safe and accessible space within the framework of children ` s rights
3 Fundamentals of Physical Space Planning and Classroom Atmosphere: The effect of space aesthetics on child development; Use of natural and artificial light; Color psychology; Noise management and acoustic arrangements; Capacity planning, square meter per child calculations
4 Material Design and Selection: Selection of developmentally appropriate materials; Use of non-toxic, natural materials; Montessori material philosophy; Integration of digital materials into the physical environment
5 Design of the School Building: Classroom, corridor, entrance, dining hall, sleeping room, guidance area, etc.; Administrative areas (principal and vice principal offices, meeting area, etc.); Ergonomic design principles; Spaces that support family involvement (reception area, parent waiting and meeting room, etc.)
6 Assignment presentation: Presentation of the school building design assignment
7 Classroom Arrangement and Learning Centers: Placement of learning centers; Fluid movement areas; Ergonomics and safety in center placement; Designing classrooms for ages 0-3 and 3-6
8 Midterm week
9 Assignment presentation: Presentation of the classroom arrangement and learning centers assignment
10 School Garden and Outdoor Space Design: Outdoor learning approach; Design of climbing, running, balance and sensory areas; Garden materials; Nature-based play; Examples of ecological school gardens
11 Assignment presentation: Presentation of the school garden and outdoor space design assignments
12 Safety Arrangements and Risk Management: Child safety standards; Furniture anchoring, sharp corner precautions; Analysis of potential risks; Fire exits, emergency planning
13 Design for Children with Special Needs: Universal design principles; Accessibility standards; Arrangements for Autism Spectrum Disorder; Space adapted to physical disabilities
14 Technology Integration and Digital Learning Environments: Use of interactive screens, projectors and tablets; Digital learning corner; Spatial precautions against overstimulating digital content; Environmental arrangement for digital literacy
15 Final Presentations and Evaluation: Student project presentations; Pedagogical justification of the design; Submission of final reports; General evaluation of the course

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18
C1 5 1 4 4 1 1 4 1 1 1 1 1 1 1 1 4 4 3
C2 5 4 5 5 1 4 5 1 4 1 4 4 4 1 1 4 5 1
C3 5 4 5 4 5 5 4 1 5 1 4 5 1 1 1 1 5 1
C4 5 4 5 5 5 5 5 1 5 1 5 5 1 1 1 1 5 1
C5 5 4 5 4 5 5 4 1 5 1 5 5 4 1 1 1 5 1
C6 5 4 5 4 5 5 4 1 5 1 5 5 4 1 1 1 5 1
C7 5 1 5 5 5 1 5 1 5 1 5 1 4 1 1 1 5 1
C8 5 4 5 5 5 5 5 1 5 1 5 5 1 1 1 5 5 1
C9 5 4 5 5 5 5 5 1 5 5 5 5 4 1 1 5 5 1

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