A total of 159 graduates from the Department of Child Development participated in the survey. We extend our sincere thanks to all participants. The findings are presented below. Figures are preserved exactly as in the original document; accompanying titles and captions have been translated into English.

 


 

 

 
 

 

 

 
 
Some of the graduates’ recommendations for improving the Child Development curriculum in terms of academic career and employment opportunities:
I would prefer the internships in the undergraduate Child Development program to be held in the final year rather than in the third year. This would allow us to gain practical experience closer to the transition into professional life; otherwise, after a year of purely theoretical courses, one tends to feel a bit unprepared. Since Child Development is a field with intensive interaction with children, I would like the applied courses to involve more direct communication with children, and for the counseling and developmental assessment components to be more comprehensive. We receive excellent theoretical education, but after graduation, there is often a gap in how to put this knowledge into practice. Therefore, it would be beneficial to introduce a specific course focused on how to apply the theoretical knowledge gained during undergraduate studies in real-world contexts. Strengthening the practical and professional guidance components would help make the acquired knowledge more permanent.
In order to provide developmental support or to conduct developmental assessments, we often need to use various standardized tests. Guidance or specific instruction on how to access or use these tools could be provided within the undergraduate program. Additionally, a more intensive curriculum could be designed to ensure that graduates are well-prepared to obtain the necessary certifications after graduation.
The integration of new technologies and advancements into the curriculum could further enhance the child development process.
In the undergraduate Child Development program, practical training and fieldwork should begin at an earlier stage of the education process.
 
Intensification of Special Education Courses
I would like to see an increase in the number of courses and activities that emphasize practical training rather than purely theoretical instruction.
Before graduation, students should have the opportunity to gain individual counseling experience with children under the supervision of an instructor. During my master’s studies, I experienced this process and realized that it would have been much more beneficial to gain such experience earlier. There is a significant gap between theoretical knowledge and practical application. The scope of applied courses should be expanded, and the focus on preschool education should be balanced. Additionally, the content of courses related to adolescence and educational counseling processes should be explored from more diverse perspectives. Thank you.
 
  A curriculum focused on health and social services should be adopted.
  Development-related courses should be taught exclusively by faculty members who hold undergraduate degrees in the field of Child Development.
  Since undergraduate education is the most effective stage for providing both theoretical and practical field training across all disciplines, and given the increasing number of undergraduate and postgraduate graduates in our field, it would be beneficial for prospective child development specialists to begin and continue their fieldwork under the mentorship of licensed child development professionals. This approach would enhance both educational efficiency and professional unity, and—similar to practices observed in other disciplines—would foster a sense of belonging and ownership within the department. When evaluated in this context, such a model can be considered a fundamental step toward achieving the objectives of the National Child Development Education Program (ÇUÇEP).
  A course could be added that includes participation—either in-person or online—of professionals from various fields who best represent our discipline in different areas of practice.
  A course on developmental assessment and case study should be included, enabling students to learn how to write reports based on sample cases and test results.
  Reducing class sizes would facilitate higher-quality education and more effective practical training.
 

There is a need for more practice-oriented courses that prepare students for office environments.
I believe that providing students with increased internship opportunities in workplaces where child development specialists are employed during their undergraduate education would offer significant benefits both to the students themselves and to the overall development of the child development field.
 
I have completed training programs focused on working online from home. I currently provide Enneagram Type 9 Temperament Counseling and Family Counseling. I believe that the “Family Counseling” elective course should be a fixed component of the curriculum and offered every year.
Educational programs targeting children aged 0–3 could be established in public libraries, and graduates of Child Development departments could be employed as permanent staff in these programs.
In the “Children’s Literature” course, students could be encouraged to write books for children — including guidance on how to write a children’s book, how to submit manuscripts to editors, and related professional processes. This could open up career opportunities in the field of children’s publishing for graduates who are unable to secure public appointments.
The profession needs greater public promotion and visibility.
The field of developmental psychology could be expanded with a more detailed focus on children.
In vocational high schools, there has unfortunately been a decline in demand for our program, with students tending to choose other fields. The vocational school curriculum could be strengthened to address this issue.
I believe that expanding the curriculum to cover a broader understanding of school-age and adolescent children would be beneficial. Furthermore, increasing the level of awareness and information about our department within the context of family and social services would also be advantageous.
 
 
A course focusing on case studies could be included in the curriculum to allow students to conduct case analyses.
More time could be devoted to developing field-based practical experiences that can be applied in professional practice.
Courses focusing on child assessment and psychological testing should be introduced.
More comprehensive courses addressing infant mental health and brain development could be added.
Although I have not thought deeply about it, a “Career Planning” elective course could be offered in the final year of the undergraduate program. Since there are many potential employment areas after graduation, such a course would help prevent graduates from drifting aimlessly by fostering professional awareness and preparedness. Additionally, for students who do not wish to pursue an academic career, introductory and intermediate “Professional Foreign Language” courses could be offered as electives rather than compulsory subjects.
 
 
Increasing the number of courses and practical training activities aligned with fieldwork opportunities—for instance, offering special education courses every academic year.
Providing internship opportunities in a wider variety of institutions.
 
 
 
 
I believe that the behavior modification programs we studied during graduate education should be covered in greater detail at the undergraduate level. The training we received in the undergraduate program was not as effective; however, I found the content at the master’s level to be much more applicable and beneficial. The “Parent Communication” course, in particular, proved to be very useful, and I think it would be advantageous to include similar practice-based training at the undergraduate level.
Topics such as completing official documentation, understanding the purpose and significance of different forms, should be included.
Courses that focus on methods and activities supporting children’s development could be offered more extensively.
There is a need to increase practical applications and conduct more field-based studies focusing on family communication and relationships. Furthermore, incorporating a review and discussion of academic research within the curriculum would illuminate existing and potential studies in the field, thereby contributing to its advancement.
 
 
 
The role of child development specialists within the field of social services could be further strengthened and developed.
In my opinion, classroom management training should be enhanced with a focus on supporting preschool education. I personally struggled with this aspect in the early years of my professional life. Since one of our main areas of work is preschool education, the number of supportive courses in this field should be increased. Additionally, as someone with a background in special education, I believe more detailed training should be provided on child assessment within this area. While we received thorough instruction on childhood illnesses, there was a lack of emphasis on supportive interventions.
Incorporating contemporary child observation techniques into the coursework would be beneficial.
Currently, we pay for many professional development courses outside of our academic education—such as play therapy, speech therapy, and similar training programs. If such content were integrated into the curriculum, allowing students to obtain certificates or equivalent qualifications within their degree, it would significantly enhance both professional competence and career opportunities.
 
 
 
Child development specialists possess the qualifications necessary to work in diverse fields such as education, health, and social services. However, due to overlapping responsibilities with other professional groups, their competencies are often not fully recognized. This situation hinders graduates from establishing a strong professional identity and limits their employment opportunities. Therefore, the curriculum should focus not only on the transfer of knowledge but also on fostering professional identity and advocacy skills.
In today’s world, children’s developmental processes are closely intertwined with digital environments. For this reason, courses such as “The Impact of Digital Games on Development,” “Technology-Supported Early Intervention Programs,” and “Digital Media Literacy” should be incorporated into the curriculum. Moreover, greater emphasis should be placed on internships, observation, and project-based learning experiences that enable students to gain hands-on experience in the field.
I believe that instead of emphasizing preschool education exclusively, the curriculum specific to the field of Child Development should be expanded and strengthened.