| School/Faculty/Institute |
Faculty of Econ., Admin. and Social Sciences |
| Course Code |
PSYC 327 |
| Course Title in English |
Children and Media |
| Course Title in Turkish |
Çocuk ve Medya |
| Language of Instruction |
EN |
| Type of Course |
Flipped Classroom |
| Level of Course |
Intermediate |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: |
Lab: |
Other: |
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| Estimated Student Workload |
157 hours per semester |
| Number of Credits |
6 ECTS |
| Grading Mode |
Standard Letter Grade
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| Pre-requisites |
PSYC 205 - Research Methods I
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| Expected Prior Knowledge |
Research methods in psychology |
| Co-requisites |
None |
| Registration Restrictions |
Only Undergraduate Students |
| Overall Educational Objective |
To learn to understand and critically assess the influence of children’s media on cognitive and social development, to comprehend and critique the scientific literature on this matter, and to analyze and evaluate published children’s media based on this scientific understanding. |
| Course Description |
This course reviews the current literature on how media use and exposure affect children’s cognitive development and behavior, specifically focusing on their knowledge and skills acquisition. What do children think and assume about different media? How do they interact and learn with them? To answer these questions, we will primarily focus on early childhood as it offers a lens into the interaction between maturing cognitive skills and increasing media exposure, yet we will also address media use during middle childhood and adolescence. We will discuss both the benefits and the downsides of children’s interaction with different media in formal and informal settings. |
| Course Description in Turkish |
Bu ders, medya kullanımının çocukların bilişsel gelişimini ve davranışlarını nasıl etkilediğine dair bilimsel literatürü gözden geçirerek, özellikle farklı medyaların bilgi ve beceri kazanımlarına etkilerini anlamayı amaçlamaktadır. Olgunlaşan bilişsel beceriler ile medyaya maruz kalma arasındaki etkileşime bir mercek sunduğu için öncelikle erken çocukluk dönemine odaklanacak olsak da, orta çocukluk ve ergenlik döneminde medya kullanımını da ele alacağız. Çocukların örgün ve sargın eğitim ortamlarında farklı medyalarla etkileşiminin olumlu ve olumsuz yanlarını tartışacağız. |
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) understand how children make sense of the print and digital tools at their disposal;
2) critically assess the influence of different media on children’s cognitive development;
3) evaluate the scientific literature on children’s media;
4) compile the main principles of an evidence-based media output targeting children.
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| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. |
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| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. |
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| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. |
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| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. |
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| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. |
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| 6) Internalization and dissemination of professional ethical standards. |
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| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. |
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| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). |
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| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. |
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| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. |
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| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. |
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| 12) Ability to acquire knowledge independently, and to plan one’s own learning. |
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| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
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Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
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Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. |
H |
Exam
|
| 2) |
Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. |
H |
Project
|
| 3) |
Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. |
H |
Participation
|
| 4) |
Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. |
N |
|
| 5) |
Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. |
H |
Project
|
| 6) |
Internalization and dissemination of professional ethical standards. |
N |
|
| 7) |
Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. |
H |
Project
|
| 8) |
Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). |
H |
Exam,Project
|
| 9) |
Recognition, understanding, and respect for the complexity of sociocultural and international diversity. |
S |
Participation
|
| 10) |
Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. |
S |
Participation
|
| 11) |
Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. |
H |
Project
|
| 12) |
Ability to acquire knowledge independently, and to plan one’s own learning. |
H |
HW,Project
|
| 13) |
Demonstration of advanced competence in the clarity and composition of written work and presentations. |
H |
Project
|
| Prepared by and Date |
CANSU ORANÇ SEVİNÇLİ , March 2022 |
| Course Coordinator |
SENA CÜRE ACER |
| Semester |
Fall |
| Name of Instructor |
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Course Contents
| Week |
Subject |
| 1) |
Introduction |
| 2) |
Selective trust and learning |
| 3) |
Picture books and fiction |
| 4) |
Picture books and fiction |
| 5) |
Television and video |
| 6) |
Mobile apps |
| 7) |
Mobile apps |
| 8) |
Midterm exam |
| 9) |
Social robots |
| 10) |
Emerging research: Mixed reality, programming, voice assistants |
| 11) |
Emerging research: Mixed reality, programming, voice assistants |
| 12) |
Middle childhood and adolescence |
| 13) |
Children with special educational needs |
| 14) |
Privacy and families |
| 15) |
Final Examination Period |
| 16) |
Final Examination Period |
| Required/Recommended Readings | The class does not have a text book. Instead, we will critically read and discuss peer-reviewed journal articles and book chapters. Below are examples of required readings:
Barr, R., & Linebarger, D. N. (Eds.). (2017). Media exposure during infancy and early childhood: The effects of content and context on learning and development. Springer International Publishing.
Blumberg, F., & Brooks, P. (Eds.) (2017). Cognitive development in digital contexts. Academic Press.
Danovitch, J. H. (2019). Growing up with Google: How children's understanding and use of internet‐based devices relates to cognitive development. Human Behavior and Emerging Technologies, 1(2), 81-90.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.
Orben, A. (2020). The Sisyphean cycle of technology panics. Perspectives on Psychological Science, 15(5), 1143-1157. |
| Teaching Methods | Before each class, the instructor will upload the materials online (e.g., readings, lectures, videos, blog posts) to help students to prepare for the upcoming class. Each class will begin with additional information on the subject, an assessment of students’ understanding of the uploaded materials and/or the presentation of the given assignments. Classes will continue with full-class discussions, small group work, and paired activities.
Students will be responsible of covering and understanding the uploaded materials. They will be encouraged to question and challenge all the materials and the instructor as well as their classmates during discussions and activities. At the same time, they will be also encouraged to collaborate and assist each other’s learning.
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| Homework and Projects | Brief weekly assignments will be assigned to help students to prepare themselves for and maximize their gains from the upcoming class as well as to spark their interest (e.g., preparing research questions to lead the in-class discussions, bringing examples of media from their childhood for “show and tell”). Students will develop and present a final project where they will build the framework of a media product targeting children. |
| Laboratory Work | NA |
| Computer Use | NA |
| Other Activities | NA |
| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Attendance |
14 |
% 20 |
| Homework Assignments |
10 |
% 20 |
| Project |
1 |
% 35 |
| Midterm(s) |
1 |
% 25 |
| TOTAL |
% 100 |
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| Course Administration |
cansuoranc@gmail.com
Office hours: By appointment (must be made 24 hours prior)
Attendance is not mandatory. However, absence will inevitably affect the class contribution and assignment grades. Students must note that it is common courtesy to notify the instructor of an absence.
Students must provide a legitimate and documented excuse for missing the midterm exam (e.g., an official doctor’s note). There will be a make-up exam for those who miss the midterm and can provide a documented excuse, which can be in a different format than the original exam (e.g., oral instead of written). It is student’s responsibility to inform the instructor within 2 days after the exam. The make-up test will be administered within a week.
Late submissions for assignments and the final project will not be graded.
If any part of any assignment or the final project is plagiarized (e.g., copied off of published or unpublished work by someone else, or from a classmate without citation, or if it has excessive similarities to someone else’s work) will not be tolerated. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation
Students are expected to treat university personnel and each other in a respectful manner at all times, inside and outside of the classroom. Any behavior that is disrespectful to others’ opinions or disruptive to others’ learning will not be tolerated.
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Information Package / Course Catalogue