Course of Study

The course of study includes two phases: An Academic Phase and a Practicum Phase. The general requirement for the number of hours in the academic phase is 300 hours. The requirement for the practicum phase is 540 hours.

ACADEMIC PHASE COURSE DESCRIPTION

COURSE COMPONENTS:     EARLY CHILDHOOD 2 ½ – 6 Level

The general requirement for the number of hours in the academic phase is 300 hours. I.A.P.M. courses have the freedom to set the number of hours designated to each subject area providing the minimum requirements outlined below are covered. We include an additional 16 hour seminar on The Cultural Curriculum and Human Values with each course.

Class #1 Title: STAGES OF GROWTH AND DEVELOPMENT
“Gestation Infancy, Early Childhood and Childhood” – Instructor

Class Number: MTE 303X          Total Hours: 50          Total Units: 5

CLASS DESCRIPTION:

The physical, cognitive and psychological stages of child development from birth to 6 years of age will be reviewed in the context of current theory and research. Dr. Montessori’s early childhood ideology relating to stages of growth and development will be reviewed.

CLASS CONTENT:

  • Tendencies of Man – Dr. Montessori’s Life and Work- Other Educators Past and Current
  • Stages of Childhood Growth & Development
  • Planes of Education- The Response To Child’s Developmental Need
  • Physical Embryonic Period – Psychic Embryonic Period
  • Brain Development Research
  • The Regions of The Mind
  • Stages of Consciousness
  • Relationship of The Child’s Developmental Activities To The Development Of Consciousness
  • The Facilities of Intelligence
  • Development of Will / Normalization
  • The 3 Levels of Obedience

CLASS SEQUENCE:

A detailed presentation of the ontogeny of the child will be presented from conception through early childhood and childhood to age six. The morphological and functional aspects of both the physiological and psychological ontogenesis of the child will be reviewed. The effects of nutrition and stimulation upon the rate of physical development, brain and central nervous system growth and cognitive development will be presented. The characteristics of physical and psychological growth and motor and effects of personal and social interaction upon differential cognitive abilities and the characteristics of cognitive learning in infancy and early childhood and childhood will be studied.

OBJECTIVES:

#1. General knowledge of Human Development and educational theory.
#2. General knowledge of Montessori philosophy, principles and psychology.

COMPETENCIES ACHIEVED:
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9

INSTRUCTIONAL MEDIA: EVALUATION:
Lectures X Quizzes X
Discussions X Written Exam X
Classroom observation X Term Papers X

Class #2 Title: MOTOR DEVELOPMENT AND CONTROL OF MOVEMENT THROUGH THE EXERCISES OF PRACTICAL LIFE – Instructor
Class Number: MTE 306X          Total Hours: 50          Total Units: 5

CLASS DESCRIPTION:

Students will learn to give presentations with manipulative practical life materials that are geared specifically for children between the ages of 2 ½ – 6 years, which are designated to enhance the child’s efforts to achieve control over himself and his environment. These materials provide purposeful activities, which assist the child in the development of motor skills and the refined control of movement. The materials are self-correcting and meet the needs of each period of growth and development. They include exercises and materials for Care of the Person, Care of the Environment, Social Relationships or for Grace and Courtesy, and Perfect Control and Refinement of Movement.

Students will learn to present children with motives of activity in which action and interest combine to provide the means for children to develop motor skills, gain independence, enhance their self-confidence, develop concentration and achieve the cognitive growth that is the very foundation stone of intelligence. Work with these materials will also promote the development of the fine motor skills required for the successful mastery of writing. Students will observe an on-site laboratory classroom where children are working with the materials.

A theoretical framework for understanding the importance of movement in education will be presented. How a child develops through movement and how active, interested participation in purposeful, complete cycles of activity provides the most effective means for achieving physiological, psychological and intellectual growth will be discussed. Teaching strategies for the presentation of all the manipulative materials will be modeled. Students have hands-on experience with the life materials and will receive lesson plans for every presentation.

CLASS SEQUENCE:
The scientific foundation for the effective development of motor skills and the refined control of movement through activities which lead to natural, spontaneous, synthetic, purposeful, child initiated, intelligence directed movement will be discussed. How these activities lead to the development of exactitude and precision and how purposeful movement leads to the emergence of concentration will be explained.

OBJECTIVES:
#3. General knowledge of Montessori E.P.L. curriculum and materials, their purpose and aims.
#4. The ability to perform as a competent Montessori teacher.

COMPETENCIES ACHIEVED:
3.1, 3.2, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8

INSTRUCTIONAL MEDIA: EVALUATION:
Lectures and discussions X Introduction X
Modeling of teaching strategies X Album / Manual X
Presentation of manipulatives X Quiz X
Classroom observation X Practical Exam X
Written Exam X
Practice with manipulatives X

Class #3 Title: ESTABLISH SENSORIAL FOUNDATION FOR READING, MATH AND COGNITIVE DEVELOPMENT WITH MANIPULATIVES – Instructor

Class Number: MTE 302X          Total Hours: 50          Total Units: 5

CLASS DESCRIPTION:

Students will learn to give presentations with manipulative Sensorial materials that are geared specifically for children ages 2 ½ – 6 years. These materials address each child’s need to refine skills related to each of the five senses. The materials are self-correcting and are structured so as to meet the need of each period of growth and development.

Work with these materials promotes the sensorial development required for the successful mastery of writing, reading and mathematics skills. The materials also provide an opportunity to present classified nomenclature which enriches the child’s vocabulary with terms and concepts related to the content areas of language arts, math, geometry, geography and biology. Students will observe an on-site laboratory classroom where children are working with the materials.

A theoretical framework for understanding the physiological and psychological stages of development of the child will be discussed. The sensitive periods of development, the most powerful time for learning, will be explained and the use of materials that enhance development during those critical periods of growth will be demonstrated. Teaching strategies for the presentation of all the manipulative material will be modeled. Students will have hands-on experience with all the materials and will receive lesson plans for every presentation.

CLASS SEQUENCE:
The scientific foundations for effective teaching, which deal with the relationships between child development and the learning process, will be discussed. The ways in which these concepts can serve as the integrating principle for the effective teaching of children from 2 ½ – 6 years of age will be explained. Students will be taught to prepare the learning environment and to present materials which have been designed to help children refine their five senses and to develop their sensorial and perceptual skills.

OBJECTIVES
#3. General knowledge of Montessori Sensorial curriculum and materials, their purposes and aims.
#4. The ability to perform as a competent Montessori teacher.

COMPETENCIES ACHIEVED:
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8

INSTRUCTIONAL MEDIA: EVALUATION:
Lectures and discussions X Introduction X
Modeling of teaching strategies X Album / Manual X
Presentation of manipulatives X Quiz X
Classroom observation X Practical Exam X
Written Exam X

Class #4 Title: THE ACQUISITION OF LANGUAGE AND LITERACY SKILLS THROUGH A STRUCTURED SEQUENCE OF ACTIVITIES
“Teach Literacy Skills In Any Languages With Manipulatives” – Instructor

Class Number: MTE 301X          Total Hours: 50          Total Units: 5

CLASS DESCRIPTION:

Students will learn to give presentations with manipulative English language materials that are geared specifically for children between the ages of 2 ½ – 6 years. Materials will be demonstrated to show that this approach to the teaching of language and literacy skills can be used with any language. This content-based language arts program is integrated with the content area of Geography, Biology, Social Studies, Geometry and Mathematics. This structured sequence of activities makes it possible for children to achieve maximum development of language and literacy skills at the same time that they are building vocabulary, developing classified nomenclature and learning concepts related to the content areas of the course. Students will have opportunities to observe an on-site laboratory classroom where children are working with the materials.

A theoretical framework for the acquisition of language and literacy skills in the primary language will be discussed. The successful teaching of language and literacy skills with a content-based language arts program will be demonstrated. Teaching strategies for the presentation of all the manipulative materials will be modeled. Students will have hands-on experience with all the materials and will receive lesson plans for every presentation.

CLASS SEQUENCE:

The scientific foundations for the effective teaching of first and second language and literacy skills will be discussed. Students will learn to teach the following concepts and skills with manipulative material: classified vocabulary building, the effective use of key words for initial/final/intermediate letter sound recognition, multi-sensory sound/symbol identification, whole word/sight word recognition, phonetic analysis as writing, the development of eye/hand coordination for writing, cursive and manuscript writing, phonetic synthesis as reading,
cursive and print reading, alphabetic order, correct spelling, orthographic difficulties, gender, number, definite and indefinite articles, the tenses and the parts of speech.

OBJECTIVES

#3. General knowledge of Montessori Language curriculum and materials, their purposes and aims.
#4. The ability to perform as a competent Montessori teacher.

COMPETENCIES ACHIEVED:
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8

INSTRUCTIONAL MEDIA: EVALUATION:
Lectures and discussions X Introduction X
Modeling of teaching strategies X Album / Manual X
Presentation of manipulatives X Quiz X
Classroom observation X Practical Exam X
Written Exam X

Class #5 Title: THE EARLY PREPARATION OF THE MATHEMATIC MIND
“Make Sense Out Of Math With Manipulatives” – Instructor

Class Number: MTE 304X          Total Hours: 50          Total Units: 5

CLASS DESCRIPTION:

This course is designed to teach math concepts using concrete materials, structured and introduced to establish one mathematical concept at a time.

Students will learn to teach math more effectively by using manipulatives because concrete materials provide a way for students to connect their understanding and experience with real objects to mathematical concepts. They will learn to give presentations with math materials that are geared specifically for children between the ages of 2 ½ -6 years. They will have opportunities to observe an on-site laboratory classroom where children are working with the materials.

A theoretical framework for the early preparation of the mathematical mind and the successful teaching of mathematical concepts and operations to children ages 2 ½ – 6 years will be explained. Teaching strategies for the presentation of all the manipulative math materials will be modeled. Students will have hands-on experience with all material and will receive lesson plans for every presentation.

CLASS SEQUENCE:

The scientific foundations for the effective teaching of mathematical concepts will be discussed. Students will learn to teach the following concepts with manipulative materials:

The quantity, the name, the symbol, the writing, the sequence of names, the successive and infinite addition of one, the place of each number in the sequence even when it is taken at random, cardinal and ordinal numbers, set theory, the empty set (zero), odds and evens, the decimal system, place value, the four basic operations, regrouping/carrying, skip counting, the square of the number, the tens and teens, operation facts and tables, the commutative and associative properties of numbers, the identity properties of zero and one, operations with polynomials, fractions, decimal values, measurement, problem solving, algebraic expression, and operations with positive and negative numbers.

OBJECTIVES

#3. General knowledge of Montessori Sensorial curriculum and materials, their purposes and aims.
#4. The ability to perform as a competent Montessori teacher.

COMPETENCIES ACHIEVED:
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8

INSTRUCTIONAL MEDIA: EVALUATION:
Lectures and discussions X Introduction X
Modeling of teaching strategies X Album / Manual X
Presentation of manipulatives X Quiz X
Classroom observation X Practical Exam X
Written Exam X

Class #6-Title: THE CHILD, THE FAMILY AND COMMUNITY – Instructor

Class Number: MTE 305X          Total Hours: 50          Total Units: 5

CLASS DESCRIPTION:

The influence of family, educational environment, teacher and community, including infant care and early childhood education, upon the intellectual and psychological development of the child between the ages of 2 ½ – 6 years will be reviewed in the context of the Montessori approach, current theory and research.

CLASS CONTENT:

  • Observation
  • The Child In The Family
  • The Nature Of The Child
  • The Sensitive Periods / Windows of Opportunity The Absorbent Mind
  • The Spiritual Preparation Of The Teacher
  • The Prepared Environment Values – Attitudes – Needs
  • Movement In Education
  • The 3 Processes of Learning
  • The Modalities Of Learning And How The Prepared Environment Facilitates Them
  • Classroom Management / Record Keeping
  • Parent Education
  • Administration

CLASS SEQUENCE:

The theory and evidence of imprinting in human infants, the effects of family eating habits and nutrition upon the child’s health and mental development, the patterns of attachment and independent behavior and the effects of child-rearing practices on the development of differential cognitive abilities will be discussed.

The influences of language, custom and culture upon development and the ways in which these can enhance or inhibit both emotional, intellectual, and moral growth and development will be considered.

The positive interaction of the home with the prepared environment of the early childhood education classroom will be discussed and guidelines for more effective parent education will be presented. Classroom management strategies and record keeping models will be discussed. Concise clear communication with administration will be covered.

OBJECTIVES:

#1. General knowledge of Human Development and educational theory.
#2. General knowledge of Montessori philosophy, principles and psychology.
#4. The ability to perform as a competent Montessori teacher.
#5. The ability to evaluate performance outcomes in relation to: Self – Children – Prepared Environment
#6.The ability to communicate effectively to administration, parents and community.

COMPETENCIES ACHIEVED:
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, ,4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.3,

INSTRUCTIONAL MEDIA: EVALUATION:
Lectures X Quizzes X
Discussions X Written Exam X
Classroom observation X Term Papers X

The Academic Phase
PRACTICUM PHASE
STUDENT TEACHING EXPERIENCE

Student Teaching / Practicum (minimum 540 hours)

Practice teaching is a mandatory component of the course. Students are required to practice teach, under supervision, for one academic year (nine months, 540 hours). A daily log of hours is required and must be provided signed by the supervising teacher before graduation.

Practice teaching provides the student with a supervised teaching/learning experience, a period of observation, internalization and further study. It gives the student opportunity to practice with the materials, document observations, and have a hands-on experience under the direction of a head teacher.

There are no units applied to the Practicum Phase.

Practicum Site Requirements

  1. Site must be an I.A.P.M. affiliate unless an exception is granted.
  2. Site must be M.T.T.I. approved.
  3. Class shall contain children in the full age span of 2 ½ – 6 years.
  4. The school shall be equipped with the full complement of age appropriate Montessori materials.
  5. The school shall have a written non-discrimination policy for students and staff.
  6. The school shall meet all local and state occupancy codes and regulations.
  7. The school shall have an open observation policy.
  8. The training site will provide log sheets – students will sign in and out daily. The supervising teacher will verify hours.

Practicum Visits

The student is visited at the practicum site by an M.T.T.I. consultant three times during the year. These visits to be a minimum of three hours. These meetings shall include but are not limited to the following:

  1. Discuss the psychological needs of the children the student is teaching.
  2. Review the record keeping procedure the student is utilizing.
  3. Aid in the implementation of the Montessori materials.
  4. Discuss the student’s relationship with the children.
  5. Encourage and discuss the student’s relationship with other adults in the teaching experience.
  6. Discuss classroom management techniques.
  7. Observe and discuss the student’s relationship to the environment.

A record of these consultations is made by the student and the consultant. The consultant’s evaluation record is available for the student’s review. (See Appendix A, B, and C.)

Practicum Director

The Director shall sign and return a practicum site agreement form.

Practicum Supervising Teacher

The supervising teacher shall agree to take responsibility for the role.

Shall have certification and two years experience in the appropriate age level.

Practicum Field Consultant
Shall agree to all M.T.T.I. requirements and file visitation reports in a timely fashion.

Student

Shall sign a waiver of confidentiality.

Shall be responsible to log attendance on a daily basis.

Shall tally hours and turn in to the administrator when 540 hours have been completed, verified by the supervising teacher(s).

MONTESSORI MANUALS AND STUDENT MADE MATERIALS
Early Childhood 2 ½ – 6:

1. Students are required to: prepare a minimum of four apparatus manuals (curriculum albums), with one book due at the end of each curriculum area. Each manual shall be typed and shall include illustrations, classroom notes, and an introduction pertaining to that subject area (the course provides a complete set of notes for these manuals. 1. They may be used “as is” or they may be retyped).
2. Prepare a set of language materials to take with them for their personal use during internship.
3. Prepare a set of culture folders for each of the continents.
4. Prepare samples of the required biology card materials.
5. Prepare and write an original lesson – E.P.L.
6. Prepare a set of fabrics for fabric boxes 1, 2 and 3.
7. Prepare a set of stereonostic bags according to directives.
8. Sew a set of napkins for folding based on specifications.
9. Prepare an outline of a parent education program in which the main characteristics and basic Montessori Method of education are expressed.
10. Submit five essays/papers on specific subjects, scheduled as we go through the course.
11. Complete a written quiz at the end of each curriculum area.

Submit a record of 20 hours of observation time and 15 completed observation reports as per directions.