1. BRANCH OF ​CHILD
DEVELOPMENT AND
EDUCATION IN
TURKEY

2. Child Development
 Itis called accordance with the principles of
child training program
development, education and training to gain
competency in practice the field.

3. WHY EARLY CHILDHOOD EDUCATION?
 Pre-school education services, the
child's physical health and well-being
in the short term, social knowledge
and competence, emotional health and
maturity, language and cognitive
development, communication skills
and general knowledge of the
instrument is a development makes an
important contribution.

4.  Students who graduate from the
branch of Child Development and
Education, in accordance with their
chosen branch of competences
acquired in the education sector;
 1. In Pre-school education institutions,
 2 We can work in special education
and rehabilitation centers in Turkey.

5. TEACHING METHODS AND TECHNIQUES IN TURKEY
 Narration
 Discussion
 Case study (sample events)
 Demonstration
 Problem Solving
 Individual Study
 Question and Answer
 Brainstorming
 Acting ( role – playing )
 Simulation
 Pair works
 Drama

6. NARRATION
 It is based on teacher-centered
, teacher publishes and teacher tells
subjects in courses .

7. DISCUSSION
 Itis a method that is to direct the
students to think, well - understood in
order to improve the information
provided used to explain and points.

8. CASE STUDY ( SAMPLE EVENTS )
 Itis a teaching method by solving
real-life problems encountered in the
classroom

9. DEMONSTRATION
 Itis a method way that showing
students instruments and materials
before and then explanation . Teachers
have students to be accustomed these
activities and students make practice
using with these information.

10. PROBLEM SOLVING
 Problem solving effective and useful
in order to reach the desired goal is to
select and use good and suitable tools
and behaviors of all possibilities.

11. INDIVIDUAL STUDY
 Itis a learning way that a student
learns , knows , notices and lives .

12. QUESTION AND ANSWER
 Itis a teaching method that
communicated a number of pre-
arranged questions are answered and
explained the truths to the other
people by students .

13. BRAINSTORMING
 Itis a creative method that is used in
order to bring solutions to the
problems and also this method is used
to decide and imagination through
creative thinking way .

14. ACTING ( ROLE – PLAYING )
 Itis a teaching method that students
use to express their feelings and
thoughts into another person provides
a teaching technique.

15. SIMULATION
 Itis a teaching method that students
act the situations and troubles as if
they are real in life and treating and
students do educational activities in
the classroom .

16. PAİR WORKS AND GROUP WORKS
 Itis a teaching and studying method
according to the number of students
(at least two or maximum of eight
students) come together to work on
the same subject is called the common
purposes of their study group.

17. DRAMA
 Itis a teaching method that students
know and notice how to behave in
which stiuations by learning and living
.

18. THEORIES WHİCH ARE USED IN CHİLDHOOD
DEVELOPMENT AND CARE IN TURKEY
1- Mental development ( Jean Piaget’s
learning theory )
A- Sensory motion ( sensorymotor ) period
(0-2 years )
B-Operation (pre-operational) period [2-7
years]
C- Concrete Operations (Concrete
Operational) Period [7-11 years]
D- Abstract Processes (Formal Operational)
Period [11 - age]

19. JEAN PIAGET 'S THEORY OF GAMES
 Practicalgame (0-2 years): In this
phase, motor activity, the most obvious
 Symbolic Play (2-7 years): Symbolic play a
representative basis for thinking
 Canonical game (7-12 years): This is a
more advanced cognitive level of the
universe

20. SPECIAL EDUCATION
 According to Thorndike an intelligence, consists of
a mixture of many mindfulness skills.
These are:
 Mechanical Intelligence: Tools, equipment and
machinery enforce use of this intelligence is
enabled
 Social Intelligence: Understand the people, which
they describe relationships between individuals to
act in accordance with
 Abstract Intelligence:
Words, numbers, formulas, symbols, such as
thinking, scientific

21. We are getting use of Sigmund Freud theory for mental health :
MENTAL HEALTH
 The famous psychiatrist Sigmund
Freud, mental health, simply "to love and to
work as"
 "Mental Health = Love and Work"
SİGMUND FREUD

22. THE COURSES ARE IN DEVELOPMENT OF PEDIATRIC
 ANİMATİON
 MOTHER AND CHİLD HEALTH
 CHİLDCARE
 CHİLD NUTRİTİON
 MUSİC IN CHİLDREN'S ACTİVİTİES
 CHİLDREN'S MENTAL HEALTH
 COMMUNİCATİON AND CONTACT WİTH THE CHİLD
 EARLY CHİLDHOOD PROGRAM
 BRANCH OF DEVELOPMENT
 GAME
 TOY MAKİNG
 SPECİAL EDUCATİON

23. ANİMATİON
 Thiscourse is aimed at teaching the
roles to play in society with the child's
visual ways

27. MOTHER AND CHİLD HEALTH
 Mother's womb before birth including
the birth of the child and the child's
developmental stages later with the
birth process and the mother's health
status and so on are discussed

30. CHİLD CARE
 Itis a course that we learn preparation for
child’s age appropriate simple events
, materials publishes , daily care ,nutrition
,physical security in courses in Turkey .

33. CHİLD NUTRİTİON
 We learn which food and nutriment
must be given to children and which
food and drinks can be suitable and
specific for children from their birth to
their certain ages in courses in Turkey
. And also we are taught to prepare the
specific kid – friendly menus for the
children in our courses.

36. MUSIC IN CHILDREN’S ACTIVITIES
 We learn the importance of music for
children in the courses . Moreover we
are taught some kinds of music so the
children feel good and calm
themselves. And also we know and
learn some types of musical rhythm
and instruments in our courses in
Turkey .

39. CHİLDREN’S MENTAL HEALTH
 We are informed to their psychological
development , influencing the development
of mental factors and other similar
publications in our courses in Turkey.

42. THE BRANCH OF CHİLD
DEVELOPMENT
 We learn and examine carefully about
child’s psychomoto , social –
emotional, language and self-care
skills step by step from starting child’s
birth .

44. DRAMA
 This course is about children’s necesseties .
We learn that children recognize and know
their personalities . We are sure that
children had better know and notice their
personalities easily by themselves . We are
taught children have to know their needs
and must notice being able to solve
problems which face to face by living and
learning by themselves .

47. GAME
 Children games , game phases ( getting
warm , moving , relaxing and acting games
etc. ) are taught and discussed in our
classes in Turkey .

50. MAKING TOYS
 Itis followed and taught the different levels
, methods and tecniques for making toys
according to children’s ages , interests
,desires their development .

53. SPECİAL EDUCATİON
 Theprivileged children with developmental
stages are taught in our courses in Turkey .
And also suitable events , materials and
methods – tecniques for these children are
taught and explained in our courses in
Turkey .

56. EARLY CHİLDHOOD PROGRAMME
 Itis the course that annual and daily plans
are decided and determined for children in
kindergartens or nursery schools in Turkey .
We can learn and know these plans in these
courses in Turkey .

57. These activities were done in our early
childhood programme courses :
(LEAF PRİNTİNG )

58. (BRUSH PRİNTİNG)

59. (BAMBOO PRİNTİNG)

60. (SPREAD PRİNTİNG)

62. TOY MAKİNG WİTH DİFFERENT MATERİALS

79. (PAPER WORKS)

91. THE DIFFERENCES BETWEEN TURKEY AND
SPAIN
IN TURKEY IN SPAIN
 Pre-school education  Pre-school education
begins at the earliest 3 begins from 1 year old in
years old in Turkey Spain .
 6 years old begins to  4-5 years old begins to read
read and write in Turkey . and write .
 Game is more important  we observed that there is an
than educatian in equality between education
kindergartens in Turkey . and game in the
kindergartens in Spain .


92. IN TURKEY IN SPAIN
 The types of equipment and  The types of equipment and
toys are used and different toys are much more than in
Spain.
equipment and toys are less
than in Turkey
 There are more sufficient
practice parts in teaching
 Generally there are no classes in Spain .
sufficient practice parts in
teaching classes in Turkey.
 There are interest
corners(parts ) and enough
 There are interest corners ( meterials in classes in Spain .
parts ) but there are no And also there are boxes or
sufficient materials in cabinets for materials in
classrooms in Turkey . classes in Spain.

93. IN TURKEY IN SPAIN
 According to the child’s  According to our
interest and willingness observations in Spain
some programmes or there are no changes with
activities can be changed. the activities and games.
 There is 1 teacher and  According to our
sometimes 1woman helper observations in Spain there
for 25 children in each are 2 teachers for 15-18
classroom in Turkey . children .
 3-6 years old childrens
 According to our
have the same meal , food
observations there are
different meals , food and
and drinks in the
drinks in Spain .
kindergartens in Turkey.

94. IN TURKEY IN SPAIN
 In Turkey usually , teachers  Both teachers and children
are active but students are
passive. are active in Spain .
 We saw in Spain
 In Turkey kindergarten kindergarten buildings are
buildings consists of not seperated from other
independent building buildings .
 In Turkey children do not
wear uniforms in
kindergartens  We saw all children and all
teachers wear uniforms in
 There is 1 year theoric kindergartens in Spain.
education or training and 2
years practical education or  We do not know anything
training in high schools in about this in high schools in
Turkey . Spain .

95.  The first modern early childhood instutions were
opened in early 20 century . But the first
kindergarten was opened in 1915 . The first private
kindergartens opened in factories in Turkey . The
first public kindergartens and nursery schools were
opened after the Balkan Wars. The first private
kindergartens were opened in some cities on 23 rd
July 1908 later in Istanbul in Turkey. The first
planned pre-school child education started in 1913
in Turkey.

96.  Until 1961-1962, detailed and modern public
kindergartens and nursery schools could not
founded in Turkey . After 1961-1962 detailed and
modern public kindergartens and nursery schools
were opened in 10 big cities in Turkey . And also 20
primary school teachers performed at these modern
and detailed public kindergartens and nursery
schools in Turkey .

97.  Between 1960 and 1964 the branch childhood
development and care was opened in technological
and vocational schools for girls to train teachers for
these kindergartens and nursery schools
 In Turkey nursery school and kindergartens are
organised in 3 divisions :
1- Public and private nursery for infants ( 0-3 years ):
Families in turkey do not send their children to
these schools. They usually look after their children
at home by themselves ( % 50). And also, some
families have baby-sitters to look after the children
at their home ( % 50).

98. 2- Public and private kindergartens (2-5
years ): The %60 of families in Turkey
send their children to these schools.
3- Public and private kindergartens for 6
years: The %80 of families in Turkey
send their children to these schools.

99. Thanks for everything and
thanks for your hospitality
!
We love you and Spain.
Wish you in
Cappadocia, Nevşehir
, in Turkey .