Early Childhood Course Information

Philosophy and rationale of the curriculum area of practical life including ground rules, grace and courtesy, development and refinement of movement, care of the person, care of the environment, food preparation, and nutrition are subjects that are addressed. The aims of each activity and the age appropriateness, the language richness imbedded in each activity, and videos available as a reference are areas of depth of exploration of the materials.

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Philosophy and rationale of the curriculum area of sensorial, materials aiding in the development and refinement of the senses.  Visual discrimination of size, shape and color are concretely explored with the classic Montessori materials.  Tactile sense which include texture, weight and temperature are sensitized and classified with the Montessori materials. The auditory (hearing), olfactory (smelling) and gustatory (tasting) senses complete the exploration, development and refinement of our basic five senses

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Philosophy and rationale of the curriculum area of language arts, materials aiding in the development of language arts skills and concepts: receptive and expressive language experiences, visual and auditory perceptual experiences, vocabulary development and enrichment, penmanship from the metal insets, to the sandpaper letters to the chalkboards and lined paper, reading from the sandpaper letters, moveable alphabet and the classic pink, blue, and 16-letter green series, grammar (function of words), children’s literature, and drama.

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Philosophy and rationale of the curriculum area of mathematics, materials support the development of mathematical     concepts/skills.  The Montessori materials introduce numeration (1-19), linear counting (10 – 1,000), the decimal system (units, tens, hundreds, thousands, and mathematical functions of addition, subtraction, multiplication and division.  Money curriculum and an expanded fractions curriculum, both topics presented during the practicum, complete the Montessori mathematics curriculum.

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Botany, Zoology & Science Curriculum 

Philosophy and rationale of the curriculum area of the physical and life sciences, including botany and zoology.  The care of plants and animals begin the curricula as an essential element in Montessori’s vision of cosmic education and stewardship of the Earth.  Identification and categorization of living and non-living, as well as plants and animals.  The curriculum then bifurcates into the separate study of plants and of animals with identification of part and functions of each area of study.  

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History & Geography Curriculum 

Philosophy and rationale of the curriculum area of social studies which includes geography; land and water forms, globes, maps, flags, multicultural awareness, and history to include time, calendar, seasons, personal family history which explore cultural foundations in the life of each adult learner and the students they will be teaching.  Events at the school which encourage and support the cultural heritage of students is discussed and explored.

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Philosophy and rationale of classroom leadership including the study of the role of the teacher in the preparation of the environment, scheduling and curriculum planning, lesson strategies, evaluation of children, and techniques for discipline, communication, and problem-solving, and a sensitivity to multiculturalism and anti-bias curriculum, both explicit and implicit. Acknowledgement and personal responsibility for attitudes and perspectives is encouraged.

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Montessori, from a historical perspective, is examined.  Philosophy specific to the method, such as auto-education, absorbent mind, sensitive periods, normalization, development of the will, spontaneous repetition, logical-mathematical mind, spiritual and moral development of the child, etc. are examined. How the philosophy relates to the child, materials, teacher, and environment are discussed.  Peace education is the natural result of the Montessori philosophy with an anti-bias attitude toward all people.

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10 Hours Lector, 20 Hours Practicum

Lecture and documented observation, some of which is done during the externship/practicum phase, is designed to bridge the academic coursework and the externship/practicum phase. Ten (10) observation reports.

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Theories of development and stages of development are examined. Physical development and sequence of fine motor and gross motor skills are examined and paralleled to the Montessori activities and materials. Cognitive development includes the examination of memory, problem solving, logical thinking/reasoning, and theories of the mind. Social development includes brain development as a foundation for attachment, emotional regulation, empathy and social competency. Emotional development is inextricably linked to brain development as well. Temperament, emotions, emotional understanding and competency segues into sense of self.  Language is a further domain in the area of child development modes of language and literacy.

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Philosophy and rationale of the curriculum area of art, materials that aid the development of art concepts and skills in two-dimensional art activities (easel or table), three-dimensional art activities, art appreciation, and art history.  

Philosophy and rationale of the curriculum area of music, materials aiding in the development of music concepts and skills, singing skills, instrumental skills, music appreciation and history.                                           

Philosophy and rationale of the curriculum area of movement, materials aiding in the development of movement concepts and skills: body awareness, basic skills
(locomotors, stationary games), and line activities.

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16 hours lecture, 30 hours practicum

Philosophy and rationale for parent involvement and education, raising the level of awareness, developing a knowledge base, providing options for collaboration, creating strategies for collaboration, and application and implementation of strategies. The child within the context of the family and the community is the emphasis with a sensitivity to multiculturalism as related to child-rearing practices, and familial and community expectations.  The adult learners’ examine their explicit and implicit biases in the areas of Asian, Race, Weight, Religion, Gender-Career, Arab-Muslim, Sexuality, Disability, Age, Gender-Science, Skin-tone, Weapons, Presidents, Native American.

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Practicum I & II

The practicum provides the Adult Learner with a supervised teaching and learning experience and a period of observation, internalization, and further study, in order to bring together the theory and practice of Montessori education. The Adult Learner participates in all facets of Early Childhood curriculum and development, as well as family partnership, and administrative procedures. As required by the American Montessori Society, a minimum of three (3) hours per day, five (5) days per week, for nine (9) months.

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• EC.04      Mathematics/Fractions/Money/Time 8 hours
• EC.07      Classroom Leadership 32hours
  • Classroom Design & Assessment
  • Positive Discipline
  • Learning Differences                                          
• EC.08      Montessori Philosophy/Peace 8 Hours                           
• EC.11     Art, Music, Movement Curriculum 16 Hours
• EC.12     Parent Involvement/ Child, Family & Community 16 Hours

Total hours in practicum seminars: 80 hours included in above course components   
 

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The Adult Learner develops a unit of study for the children of his or her classroom that reflects an understanding of scope and sequence, and integrates basic concepts from the other curriculum areas.  The area of study may be the deep study of a single child utilizing the observation and record keeping techniques learned in child development.

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