Analysis of child development undergraduate program: Turkiye case

Abstract

This study aims to examine the components of undergraduate child development programs in Turkey. Data were collected through document analysis of the course information packages available on universities' Bologna Process websites, using a case study design. The program qualifications, courses, learning outcomes, course contents, recommended strategies, methods, techniques, and assessment approaches were compiled and analyzed. Bloom's Taxonomy was used to analyze program qualifications and learning outcomes. The Turkish Higher Education Qualifications Framework (TQF) and the National Core Curriculum for Undergraduate Child Development Education (NCCCDE) served as the basis for analyzing courses and content. The frequency of recommended strategies, methods, techniques, and assessment approaches was also examined, and findings were discussed in the literature. Results indicated that while program qualifications aimed at higher-level tendencies, the learning outcomes focused more on lower-level tendencies, showing a lack of alignment. Although the number of mandatory courses slightly exceeded those recommended by NCCCDE, it was deemed acceptable. The distribution of mandatory courses aligned with NCCCDE, while elective courses varied. Course content was found to span health, educational sciences, and social services, as outlined in the TQF. Teacher-centered methods dominated the recommended teaching strategies, and traditional approaches were prevalent in assessment and evaluation methods.