AUBURN UNIVERISTY 
SYLLABUS

Sandra L. Little 
Spring 2012
Office Hours By appointment
Phone 334-319-3208
e-mail: littlsj@auburn.edu

1.	Course Number:	CTEC 3030
	Course Title:	Intuitive Thought and the Symbolic Function
	Credit Hours:	3 semester hours
	Prerequisites:	Admission to Teacher Education
	Co requisites:	CTEC 4911
	Class Info: 		2442 Haley Center TR 2:00-3:15
	Office: 			5094 Haley 

2.	Date Syllabus Prepared:	August 1998, Revised January 2011, Revised August 2011

3.   Texts:	
	   
	    Chaille, Christine and L. Britain. (1991). The Young Child as Scientist NY: Harper Collins Publishers

Chard, S. C. (1998).  Project approach book one. NY: Scholastic.

Clay, Marie M. (2002). An Observation Survey of Early Literacy Achievement Heinemann: Hong Kong

Fisher, Bobbie (2000). Perspectives on Shared Reading: Planning and Practice.	
		NH: Heinemann

Helmz, J. and Katz (2001). Young Investigators: The Project Approach in the Early Years. NY: Teachers 				College Press. 

Jackson, Margaret ( 1993 ). Creative Display and Environment NH: Heinemann

Wilson Jeni and Wang (1993).Thinking For Themselves: Developing Strategies for Reflective Thinking 				NH: Heinemann

	Co-requisite Required text will be utilized in this course as well.  	

4.	Course Description:

The course is designed to help pre-service teachers increase their understanding of young children's intuitive thought and the representational mediums by which it is expressed.  The course focuses on how young children construct an understanding of, and develop the ability to use, the symbol systems of our culture.  Specifically, the course provides the opportunity for students to confront and attempt to answer the following questions:
	a.  How do children make the transition from intuitive thought to flexible use of the symbol systems of our culture?
     b.  How can teachers provide experiences that enable children to make their intuitive thought explicit?
     c.  How can teachers provide experiences that challenge the intuitive thought of children?
     d.  How can teachers facilitate the development of symbolic function in young children?
     e.  How can teachers understand and monitor the development from intuitive thought to symbolic function in literacy?
     f.  How can teachers organize their own thinking and planning?

5.	Course Objectives:

1.	To understand the elements of early thinking, and to value the intuitive thought of childhood and better understand its place in the course of development.
2.	To understand the role of social interaction in learning and development.
3.	To recognize the abstract nature of reading and writing as symbolic functions and to learn how to use other mediums to enrich children’s thinking as they progress towards reading and writing.
4.	To learn to use cooperative learning, discussion, and problem-based learning strategies.
5.	To construct knowledge of how children develop and learn in order to provide opportunities that support the social, emotional, language, cognitive, and aesthetic development of preschool and kindergarten children.
6.	To learn to administer, analyze, and use the results from appropriate assessments of literacy development.
7.	To develop a strategy for planning experiences for young children.

See items on Performance Assessment Template.

6.	Course Content:

	1.  Development of Symbiotic Function

      2.  Representational Competence in: 
		Exploratory Learning and the development of Casual Reasoning 
		Exploratory Learning via Integrated Thematic Curriculum
		Exploratory Learning via Math Games 
		
      4. Assessment of content learning: 
		literacy
		math, 
		science  
		social studies

	5. The role of the teacher in 
		making decisions and planning experiences for children
		assessment
		documentation 
                 
7.	Course Requirements and Evaluation:

1.	Evaluation of Children’s Symbolic Representation Project (25 percent)
2.	Creation of a Documentation Panel: panel presents state standards, teachers’ role, students’ role, and learning outcomes experienced during the creation of the projects in 4911  (25 percent)
3.	Literary representation of children’s knowledge construction project. (Project Book for Physical Knowledge in 4911)   (25 percent)
4.	Evaluation of Math Game Observation (5%)
5.	Mini-Theme Binder (20%)  

Grade Ranges:	90-100=A
					80-89=B
					70-79=C
					60-69=D
					00-59=F

8.	Class Policy Statements:

Participation:  Students are expected to participate in all class discussions and participate in all exercises. It is the student’s responsibility to contact the instructor if assignment deadlines are not met. Students are responsible for initiating arrangements for missed work.

Attendance/Absences:  Attendance is required at each class meeting.  If an exam is missed, a make-up exam will be given only for University-approved excuses as outlined in the Tiger Cub. Arrangement to take the make-up exam must be made in advance.  Students who miss an exam because of illness need a doctor’s statement for verification of sickness and should clear the absence with the instructor the day they return to class.  Other unavoidable absences from campus must be documented and cleared with the instructor in advance.

	Unannounced quizzes:  There will be no unannounced quizzes.

	Accommodations:  Students who need accommodations are asked to arrange a meeting during office hours the first week of classes, or as soon as possible if accommodations are needed immediately.  If you have a conflict with my office hours, an alternative time can be arranged. To set up this meeting, please contact me by e-mail. Bring a copy of your Accommodation Memo and an Instructor Verification Form to the meeting. If you do not have an Accommodation Memo but need accommodations, make an appointment with the Program for Students with Disabilities at 1244 Haley Center, 844-2096 (V/TT).

	Honesty Code:  The University Academic Honesty Code and the Tiger Cub Rules and Regulations pertaining to Cheating will apply to this class.

	Professionalism:  As faculty, staff, and students interact in professional settings, they are expected to demonstrate professional behaviors as defined in the College’s conceptual framework. These professional commitments or dispositions are listed below:

•	Engage in responsible and ethical professional practices
•	Contribute to collaborative learning communities
•	Demonstrate a commitment to diversity
•	Model and nurture intellectual vitality

**Course calendar provided as an additional document. 
**Rubrics posted on blackboard for each assignment.