Early Childhood Certification Course Catalog 2021 - The Center for ...
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Early Childhood
Certification
Course Catalog
2021
1Center for Guided Montessori Studies Early Childhood Credential
Course Catalog
Contents
Purpose of the Course Catalog ............................................................................................ 3
Commitment to Ethics and Responsibility ......................................................................... 3
Early Childhood Certification Course Structure ................................................................. 3
Early Childhood Teaching Credential ................................................................................ 4
Early Childhood Credential Eligibility ............................................................................... 4
Residential Facilities ........................................................................................................... 5
Early Childhood Course Descriptions ................................................................................ 6
Chart of Course Hours ........................................................................................................ 9
Early Childhood Course Schedule ...................................................................................... 9
Practicum Requirements ................................................................................................... 10
Early Childhood Self-Directed Practicum ........................................................................ 12
Practicum Assignments – Development of Classroom Leadership Skills ........................ 12
Practicum Evaluation ........................................................................................................ 13
Early Childhood Adult Learner Competencies ................................................................. 14
Dismissal from Practicum Position................................................................................... 16
Keeping up with Coursework, Probation, Termination and Re-enrollment ..................... 16
Course Completion ........................................................................................................... 16
Course Syllabi ................................................................................................................... 17
2Purpose of the Course Catalog
This Early Childhood Course Catalog is designed to be a companion guide to our Adult Learner
Handbook. The course catalog provides specific information concerning the Early Childhood
program including course hours, practicum requirements, and course syllabi. Adult Learners are
asked to carefully read through this catalog and address any questions to the Early Childhood
Director or one’s Instructional Guide.
Commitment to Ethics and Responsibility
The Center for Guided Montessori Studies, (CGMS), is committed to the creation of a
positive and supportive learning community. We resolve to treat all adult learners and
faculty with the same respect granted to children in Montessori classrooms. All policies
and procedures of CGMS will reflect our commitment to integrity and ethical practices on
the part of all participants. All policies and procedures will be applied equally to every
faculty member and adult learner regardless of age, sex, race, color, religion, marital
status, or national origin.
CGMS is responsible for providing a learning environment that will promote the
professional development of our adult learners and prepare them for a successful career as
Montessori Educators.
Adult learners are responsible for adherence to the policies and procedures of The Center
for Guided Montessori Studies. Learners will demonstrate respect for the course
requirements and standards by their commitment to participate actively in the learning
community and by putting forth their best efforts in all of their course work. Adult
learners will further demonstrate this commitment through respectful interactions with
fellow cohort members, instructors, administration, and all parents, children and faculty
they encounter during their internship.
Early Childhood Certification Course Structure
The Center for Guided Montessori Studies offers two options for credentials: The Full
Certification program combines our comprehensive distance learning course (over 600
hours) with a residential program consisting of 15 instructional days (120 hours); or the
Associate Certification program which consists of the distance course only. Both the
certification levels also require a practicum/internship in a Montessori classroom that
meets the practicum requirements as outlined by CGMS and the IMC. This Practicum
Phase (750 hours) is done concurrently with the distance learning studies.
Distance Learning Phase: This component will consist of online video lectures, reading
and written assignments, online discussions, special projects, and documented
3independent practice time. The adult learner should expect to spend a minimum of 10 -
15 hours per week on this on-going course work. The site for this phase is
www.cgms.edu. Participants will receive a user name and password for accessing this
site.
Practicum Phase: Participants will complete an internship in an approved Montessori
Early Childhood classroom with guidance from a certified and experienced Montessori
supervising teacher or mentor. The intern must be in the classroom 5 days a week, for at
least the morning session, for the duration of the 9-month school year. The Practicum
Phase also will include observations in both the internship classroom and other
Montessori classrooms.
Residency Phase: (Full Certification only) Adult learners will participate in guided, hands
on learning experiences within a supportive Montessori community. This portion of the
training includes on campus academic course work and practice labs. Adult learners
generally attend a residential session before beginning the practicum phase of their
training.
Early Childhood Teaching Credential
CGMS is affiliated with The International Montessori Council (IMC), an established
Montessori professional organization dedicated to supporting Montessori schools,
teachers, and families. Adult learners who successfully complete all requirements of the
program will receive an IMC Early Childhood Teaching Credential for teaching children
ages 2.5 through 6 years of age.
The CGMS Full Certification program is accredited by The Montessori Accreditation
Council for Teacher Education (MACTE). MACTE is recognized by the US
Department of Education as the accrediting agency for Montessori Teacher Education
programs. MACTE accredits teacher education programs that meet their specific
Essential Standards and Criteria.
Please note that participants must attend 120 hours of onsite residential training at one
of our accredited residential sites to qualify for the CGMS - MACTE accredited Full
Certification.
Early Childhood Certification Eligibility
Eligible applicants will generally hold a minimum of a Bachelor’s degree from an
accredited college or university. Those applicants without a bachelor’s degree may be
accepted in the program at the Educational Director’s discretion. Applicants must have a
minimum of a high school diploma, or its equivalent, and must be able to demonstrate
adequate academic and organizational skills for success in this program and a teaching
career. Applicants without a bachelor’s degree must submit a written educational
4portfolio documenting long-term educational goals and demonstrating the skills and
aptitude for college level studies.
IMC Early Childhood Certification - Full Credential
Adult learners accepted into the program and who satisfactorily complete all
requirements for the Residency, Distance Learning, and Practicum phases will be eligible
for Full IMC Early Childhood Teaching Credential (MACTE Accredited)
IMC Early Childhood Certification - Associate Credential
Adult learners accepted into the program and who satisfactorily complete all
requirements for the Distance Learning and Practicum phases will be eligible for an IMC
Early Childhood Associate Teaching Credential (Distance Only program – Non-
Accredited)
The IMC Associate Credential can be upgraded to a Full Credential when attendance at a
CGMS residential program is completed and documentation is submitted to the IMC-
Teacher Education Committee office. The Full Credential upgrade is automatic if the
residential program is completed within 3 years of the completion of the distance course.
After three years, the candidate may be required to complete a review of the online
studies in addition to attending the residence session in order to qualify for the upgrade to
a Full Credential.
Residential Facilities
CGMS uses facilities at host schools for our residential sessions. Residencies are offered in
different regions across the USA. Announcements are made by late January for the locations of
the summer residential sites. They will be listed on the Moodle (our training platform) as well as
on the CGMS website. (http://www.cgms.edu/apply/tuition-and-dates/#residencies)
Residential Registration and Information Packets
Adult learners are required to complete a Residential Registration Form and provide
Emergency Contact Information. Registration forms are available in January. Space at
each Residential location is provided on a first come first serve basis.
Once registered for a residential session, participants will receive a packet of information
by email about the residential location and surrounding area prior to the start date of the
program. This packet will contain travel and lodging information as well as general
information about the area, such as where to find a hospital or urgent care center,
pharmacy, grocery and health food stores, and more. The packet will contain directions to
the residential facility and contact information for the Onsite Coordinator and a local
representative from the host school.
5Early Childhood Course Descriptions
The Early Childhood Certification course includes a wide range of courses. Below is a
description of the courses and skills to be learned. Full Syllabi for each course section are
provided at the end of this catalog. Please note, the 18-month course schedule does not
follow the course order listed below. The actual schedule is provided at the start of each
cohort.
Orientation
This is a one-week introduction to the Early Childhood program and Montessori. Adult
learners will complete several activities to help them get to know each other and become
familiar with the course software. The week also includes introductory videos,
discussions about Montessori philosophy, and the history of Montessori.
Montessori Philosophy
This course provides the philosophical foundation, which is at the core of the Montessori
educational approach. Topics include Montessori key concepts such as the absorbent
mind, sensitive periods, the mathematical mind, normalization, and the spiritual and
moral development of the child and adult. The course seeks to provide the adult
Montessori learner with a philosophical framework, which will lead to greater
understanding of the dynamic relationships between the child, the prepared environment,
and the role of the adult.
Observation
This course will focus on observation as the chief role of the Montessori guide. Adult
learners will learn the importance of creating the habit of observation and will work to
develop their ability to perceive subtly the social, emotional, and intellectual needs of
children. They will gain a working understanding of various observation techniques and
how to interpret their observations to support the development of children.
Child Development
This course lays a foundation in developmental theories and current understandings of
child development that serves as a foundation for validating the pedagogy and philosophy
of the Montessori approach. The emphasis is on developing a greater understanding of
the natural process of human development and how we can support the child's growth
and development through our understanding and application of these concepts.
Special Education
This course presents a survey of issues in special education. Participants will learn how to
recognize learning challenges and differences and learn tools for working with these
issues. They will also learn practical ideas for how to most effectively work with
families, school leadership, and outside resources to support children with special needs
in the Montessori program.
6Classroom Leadership and Administration
This course presents the principles of effective classroom leadership necessary for
preparing adult learners for the practical application of Montessori philosophy and
methodology in today’s classroom environments. Course content includes: designing the
prepared environment, establishing daily routines, starting a new class, lesson strategies,
evaluation of students, record keeping systems, and curriculum planning, as well as
techniques for positive discipline and problem solving in implementing effective
classroom strategies. The course also includes Parent Involvement/Education and an
introduction to school administration.
Practical Life
Learners will develop an understanding of the importance of the Exercises of Practical
Life as foundational to the development of self-confidence, concentration, independence,
order, problem-solving, social intelligence and responsibility, and the performance of
everyday life skills. Instruction will be given on the presentation of the Practical Life
exercises in the domains of grace and courtesy, care of self, and care of the
community/environment. Adult learners will learn to present lessons in a manner that is
developmentally attuned and engaging for the 3-6-year-old child. Emphasis will be
placed on understanding how the Exercises of Practical Life can be adapted to serve the
needs, learning style, and interests of the individual learner through careful and ongoing
observation-based assessment.
Sensorial
Participants will develop an appreciation for the importance of the Sensorial area as a
foundation for learning and an aid in the natural development of the child. Instruction
will be given on the presentation of the sensorial materials for the refinement of the
senses in the areas of: visual discrimination of size, color, and form, tactile
discrimination, and exploration involving the sense of smell, and taste. Adult learners
will learn to give clear and precise lessons for matching, sorting, and grading the
sensorial materials, and teaching sensorial nomenclature using the “Three Period
Lesson.” Emphasis will be placed on understanding how these materials meet the
individual needs of students and the use of observation skills to support the child’s
interest and needs as it relates to this area of the curriculum.
Language
In this course adult learners will study the natural phenomena of language development
in early childhood and the child’s sensitivity and fascination with language. Topics
include oral expression, age-appropriate visual and auditory perceptual experiences,
vocabulary development and enrichment, phonemic awareness, word-study, beginning
handwriting, expressive writing, and lessons for teaching simple grammar or function of
words. Adult learners will be made aware of the importance of developing a language-
rich environment for supporting emergent literacy.
7Mathematics
This course provides the foundations for understanding the child’s process of developing
mathematical concepts, beginning with concrete exploration and moving toward abstraction.
The focus will be on supporting the development of the mathematical mind. Presentation of
curriculum will include materials for exploring numeration from 0 to 9,999, place value,
linear counting, the four operations, memorization of math facts, and an introduction to
fractions. Participants will learn how to present the Mathematics materials and to observe
and guide each child’s progress toward abstracting mathematical concepts.
Cosmic Education
Designed as a foundation and introduction to Montessori’s “cosmic curriculum,” this course
presents an integrative approach to introducing geography, history, and science to young
children. Topics include: developing a sense of geographic space, historical time, and
multicultural awareness using Montessori geography and history lessons and international
festivals and celebrations. Science studies will include life science and physical science. Adult
learners will gain an appreciation for the interconnection of all life on the planet and how science
relates to our everyday life.
Visual Arts
Adult learners will learn how to design and prepare an art curriculum that will promote
creative expression and develop art appreciation. Through lectures and hands-on
experience participants will learn the value of art education and how to present art
activities from a variety of media and styles. Adult learners will learn how to present art
units that expose children to artists and styles of art including the classical masters and
cultural art.
Music
This course explores exercises in auditory training, music theory, composition, and music
appreciation. Adult learners will explore the lessons for presenting the Montessori bells
from the early sensorial matching work, through the introduction of reading notes and
composition of music.
Physical Education
Focusing on the vital connection between a healthy body and healthy mind, participants
will learn how to develop a physical education curriculum for young children. Many fun
activities will be presented for promoting motor coordination, the development of
physical strength and balance. The curriculum will include activities for independent
work during class time, circle or indoor group activities, and outside activities.
Peace Education
This course will consider the spiritual preparation of the teacher, communication, and
relationships among the adults in the school community. Adult learners will develop
interactive and manipulative-based exercises for the children to promote personal energy
8management, conflict resolution, unity and diversity education, as well as activities for
community/natural world peace awareness.
Chart of Course Hours
CGMS Early Childhood Course Hours
COURSE TITLE Distance Residential TOTAL
Hours * Hours HOURS
Child Development 60 0 60
Classroom Leadership 60 24 84
Cosmic Education in Early Childhood 60 12 72
Language 80 16 96
Mathematics 70 16 86
Montessori Philosophy 70 16 86
Music 20 0 20
Observation 30 0 30
Orientation and History of Montessori 10 0 10
Peace Education 20 8 28
Physical Education 20 0 20
Practical Life 60 12 72
Supporting Children w/ Special Needs 20 0 20
Sensorial 60 12 72
Visual Arts 20 4 24
Total Academic Hours 660 120 780
Practicum – Internship Hours 750
* Distance learning hours are based on 10 hours of study per week.
Early Childhood Course Schedule
Distance Learning Dates
Course work is scheduled over 8 terms or modules; each module is 8 - 9 weeks in length.
There is a one-week break between most modules. The summer module (winter in the
southern hemisphere) is set up with a flexible schedule to enable the adult learner to
participate in one of the residential programs and also have a two-week break during the
module. There is also a two-week break in the winter (summer for southern hemisphere).
9Adult learners will receive a detailed, week-by-week schedule noting course topics,
dates, and breaks.
Final Exams are scheduled individually with the Instructional Guide after the end of the
Eighth Term. Please see the section on ‘Course Completion’ for full details regarding the
time allowed for exams and completion of all course requirements
Residential Session Dates:
Residential Sessions include 15 days of coursework at one of the approved host schools.
Sessions are scheduled in June, July, and August in various locations across the US.
Residential dates and locations are announced in January. Adult learners may select the
location and dates that they find most convenient.
Classes at some locations are held Monday – Saturday from 8:30 – 5:30. At other
locations classes are held Monday – Friday 8:30 – 5:30. Schedules for each location will
be included in the January announcement.
We strongly recommend that adult learners participate in a residential session in the first
summer of their training and before beginning their practicum.
Adult learners enrolled in the Associate Certification Program can register for a
residential session and upgrade to a Full Credential within 3 years of completing the
distance learning course work. Associate Certification and Full Certification learners who
do not attend the residential session in the first summer will be required to participate in a
2-week Practicum Prep course that will be scheduled during the summer module.
Practicum Dates:
The practicum must run a minimum of 750 hours, 500 of which must be spent working in
an approved Montessori classroom, 5 days per week during the “morning work cycle.”
The remaining time may include time spent in observation and lesson practice or
additional teaching hours. Start and completion dates will vary according to the school
calendar at the practicum site. Adult learners will submit these dates to CGMS, and a
Field Consultant will be assigned to provide guidance and assistance throughout the
internship.
Practicum Requirements
CGMS considers the practicum phase to be an essential element for the preparation as a
Montessori guide. The practicum requirement is for a full school year of student teaching
experience in an approved Montessori Early Childhood Classroom (at least half-day/ 5
days per week).
The Practicum- internship must take place in a multi-age, well-equipped Montessori
classroom. Multi-age at the Early Childhood level is typically defined as a 3-year age
10span of children ages 2.5-6. A minimum of a 2-year age span, i.e. at least 3’s and 4’s or
4’s and 5’s is required for a valid internship.
The practicum experience provides the intern with a supervised teaching/ learning
experience during the course of a school year. The practicum brings together the theory
and practice of Montessori Education as the intern engages in observation and
instructional guidance of children and gains experience in all aspects of classroom
leadership.
In some cases, interns are paid a stipend by the practicum site school. All such
arrangements are made between the intern and the school. No assurance of compensation
can be made by the CGMS. Adult learners may propose their own practicum site or
request our assistance in locating one. While we cannot guarantee there will be an
available practicum site in any specific community and cannot guarantee placement, we
will be happy to assist in researching local schools and make contacts on the adult
learner’s behalf.
Admission into the Practicum Phase
In order for adult learners to enter the Practicum Phase of the teacher education program
they must meet the following criteria:
1. Complete the first session of the residential program and/or a minimum of 60
hours in the distance-learning course with verification from the Instructional
Guide of participation in the course and readiness for the Internship/Practicum
experience.
Any adult learner who does not attend the residential session before beginning
the practicum phase will participate in an online practicum preparation
program during the summer before the internship.
2. Verification of practicum agreement with an appropriate practicum site that
meets CGMS and IMS standards. (See the Practicum Resource section on the
Moodle to download the required practicum documents)
3. Be in good financial standing with CGMS
Supervising Teachers
Most adult learners will complete their practicum requirement in a classroom with a
Supervising Teacher. The Supervising Teacher must hold a Montessori Teaching
Credential for the Early Childhood Level from a MACTE accredited program or an IMC
recognized Teacher Education Center and will be in at least the third year of teaching
after the receipt of their Montessori Early Childhood Credential.
11Supervising teachers will receive a Supervising Teacher Guidebook, which will provide
guidance in how to assist and mentor the intern during the practicum, as well as provide
clear guidelines for expectation of both the intern and the supervising teacher.
CGMS will maintain open lines of communication with the Supervising Teacher and
practicum site Head of School. The Supervising Teacher and intern are responsible for
creating an environment for healthy communication, which must include regularly
scheduled and documented meetings for answering questions, support in practicing
lessons, and providing feedback on the intern’s progress. The Supervising Teacher will
also be responsible for completing evaluations on the intern’s work in the classroom and
their development as a Montessori teacher.
Early Childhood Self-Directed Practicum
CGMS believes in the importance of the supervised practicum as the best model for
preparing teachers. With this in mind, a self-directed practicum, in which the intern
assumes full responsibility for a classroom while still in training, will only be allowed
when a plan for mentorship and support can be put in place.
Requests for self-directed practicums will be reviewed by the Course Director on a case-
by-case basis. Should approval be granted, the adult learner and Course Director will
develop a plan for providing additional support and mentorship. The adult learner (or
sponsoring school) will be responsible for any additional fees necessary for the
implementation of this plan. The plan and fees will be put in writing and agreed upon
before the onset of the practicum phase. Any changes in the plan or fees will require
approval of both the adult learner and Course Director and must be put in writing.
Practicum Assignments – Development of Classroom Leadership
Skills
Interns will be required to keep a portfolio documenting their experiences in the
practicum classroom. Full cooperation is expected on the part of the practicum school and
the Supervising Teacher to assure that the intern has opportunities to develop the skills
listed below. There will be specific assignments that address these skills with on-going
assessment of progress in these areas to be completed by the intern (self-evaluation), the
Supervising Teacher, and the Field Consultant.
Practicum Classroom Leadership Skills include:
• Preparation of indoor and outdoor environment
• Observation, record keeping, assessing student progress, planning for individual
student progress, and planning group activities
• Preparation and presentation of lessons to individuals and groups
12• Material making
• Developing communication skills with students, parents, and staff members
• Participation in Parent/Community activities such as parent education programs,
parent–teacher conferences, interviews, open houses
• Classroom guidance – individual and group strategies for developing social and
emotional intelligence
• Staff and School involvement – participation in staff meetings, problem solving,
and participation in school–wide events
Interns are responsible for contacting CGMS in a timely fashion if there is a problem at
their practicum site, which is making it difficult or impossible to fulfill the requirements
listed above. Likewise, Supervising Teachers are asked to advise CGMS of problems the
intern may be having in fulfilling requirements. It is recommended that interns and
Supervising Teachers first attempt to resolve problems amongst themselves. While that
is always the ideal, CGMS instructional guides and field consultants are available to help
smooth out issues so that a positive learning and work environment may be maintained.
Field Consultant
Each intern will be assigned a Field Consultant who will provide guidance during the
practicum phase. Field Consultants will visit interns to observe, evaluate and provide
support during the practicum phase. When questions and concerns arise, the intern may
seek assistance from the Field Consultant by phone or email, however, we encourage
interns to first address such issues with their supervising teacher or mentor. Interns may
also consider seeking help from peers who often face many of the same challenges, or
from the Instructional Guide with whom they have been working on a weekly basis. The
key point is for interns to understand that there are multiple resources available to address
one’s needs throughout the course and internship.
Practicum Evaluation
Field Consultants will visit and observe interns in their practicum classrooms at least
three times during the practicum phase to provide feedback and support. An evaluation
form will be completed each time as part of these visits. Video observations and
consultations may be completed for up to two of the evaluation visits or for additional
support when interns are located in remote locations.
Interns will also complete a self-evaluation at least twice during the practicum phase. The
self-evaluation should be completed and sent to the field consultant before their visit.
This will enable the field consultant to provide support more effectively.
Supervising Teachers or appointed Mentors will complete an evaluation twice during the
practicum phase. Interns and Supervising Teachers should review the evaluation together
13and set goals for the intern’s continuing growth and development in the practicum
classroom.
Early Childhood Adult Learner Competencies
CGMS uses the Montessori Accreditation Council for Teacher Education (MACTE)
competencies listed below as a standard for adult learner outcomes required for
certification. In addition to the four areas of MACTE competency, IMC has added two
additional sections dealing with professionalism in the school community and the teacher
as a reflective learner. These competencies are considered in assessment of all
assignments and in evaluating the practicum experience.
Upon completion of all academic course work and the completion of the practicum phase,
adult learners eligible for certification will be able to demonstrate competency in the
following areas.
MACTE Competencies
1. Knowledge – demonstrates an understanding of:
a. Montessori Philosophy
b. Human Growth and Development
c. Subject matter for the following course areas
• Cosmic Education
• Practical Life
• Sensorial
• Mathematics
• Language
• Science – natural and physical
• Geography
• Cultural Studies
• The Arts
• Fine and gross motor skills
• Peace Education
d. Community Resources for Learning
2. Pedagogy – demonstrates an understanding of:
a. Correct use of Montessori materials
b. Scope and sequence of curriculum (spiral curriculum)
c. The prepared environment
d. Parent/teacher/family/community partnership
e. The purpose and methods of observation
f. Planning for instruction
14g. Assessment and documentation
h. Reflective practice
i. Support and intervention for learning differences
j. Culturally responsive methods
3. Teaching with Grace and Courtesy – demonstrates and implements with
children:
a. Classroom leadership
b. Authentic Assessment
c. The Montessori philosophy and methods (materials)
d. Parent/teacher/family partnerships
e. Professional responsibilities
f. Innovation and flexibility
4. Targeted Subject Matter Areas - Early Childhood:
a. Practical Life
b. Sensorial
c. Mathematics
d. Language
e. Science
f. Physical Geography
g. Cultural Studies
h. Physical Education
i. Music
j. Art
Additional IMC Competencies
5. School Professionalism and Contribution
The candidate for certification:
a. Demonstrates effective communications, cooperation, and collaboration with
fellow staff.
b. Demonstrates effective guidance and management practices with support staff
and works to develop a positive collaborative environment within the
classroom
c. Demonstrates effective communications and working relations with
organizational leaders and supervisors
d. Exhibits professionalism, sound character, and a commitment to
organizational goals and values.
6. The Teacher as a Reflective Life Long Learner
The candidate for certification:
15a. Understands the importance of daily renewal and reflective practices
b. Sets personal development and self-improvement goals
c. Responds to personal challenges and conflicts as opportunities for growth
Dismissal from Practicum Position
Any intern who is dismissed from one’s practicum position will immediately be placed
on probation while CGMS administration investigates. A dismissal from the practicum
site will result, at the least, in additional practicum hours and may result in immediate
termination of enrollment and/or the failure of the practicum and, thus, the inability to
receive certification. Please see the Adult Learner Handbook for further elaboration on
dismissal policies.
Keeping up with Coursework, Probation, Termination and Re-
enrollment
Adult learners are expected to keep up with the weekly online work and turn assignments
in by due dates. If life circumstances create unexpected stress and adult learners need to
ask for additional time to complete work, they must make arrangements with the
Instructional Guide for alternative due dates and plans for making up work. Adult
learners who have significantly incomplete weeks within modules and/or are not
submitting assignments, will be required to repeat the module and pay an additional fee.
This will also result in being placed on probation. Continued failure to meet
requirements may result in termination. At such time, adult learners may petition for re-
enrollment and will be expected to provide evidence of a plan of action indicating a
commitment and ability to keep up with the course work. A re-enrollment fee will be
assessed based on how much of the course must be repeated. Any termination or
withdrawal of adult learners due to failure to meet course requirements will be subject to
the refund/tuition payment obligations as per the Tuition Agreement and Adult Learner
Handbook. See the Adult Learner Handbook for further elaboration on Dismissal,
Withdrawal, and Tuition policies.
Course Completion
It is expected that adult learners will complete all Early Childhood course requirements
within the scheduled period as outlined for one’s specific cohort. This will typically be a
19-month period for online coursework (includes breaks) plus one month for the
completion of exams. Adult learners who need extra time will need to file an extension
form and pay an extension fee. We strongly advise adult learners to press forward and
complete all work within the allotted time or if needed within a very short extension
16period. Please see the Adult Learner Handbook for further elaboration regarding course
completion.
Course Syllabi
The following pages provide the Course Guides/ Syllabus for each specific course that
makes up the Early Childhood Program. These sample syllabi describe course objectives
and topics and provide an overview of assignments. Adult learners will receive the final
course syllabus with due dates for assignments for each course as it opens.
Please note the number and letter provided in parenthesis with each of the course
objectives in the syllabi correspond to the MACTE and IMC Competencies found on
pages 14-15 of this catalog.
Center for Guided Montessori Studies
Child Development Course Guide
Video Instructor: Dr. Ann Epstein
Course Hours: 60 Total Hours
Distance Hours: 60 hours
Course Description
This course lays a foundation in developmental theories and current understandings of child development
that serves as a foundation for validating the pedagogy and philosophy of the Montessori approach. The
emphasis is on developing a greater understanding of the natural process of human development and how
we can support the child's growth and development through our understanding and application of these
concepts.
Course Objectives:
As a result of this course in combination with the yearlong practicum experience the adult learner
will:
1. Understand principles of development and their implications for early childhood education.
(1a, 1b)
2. Be able to explain the needs of children from birth to six, and identify the common
characteristics and differences between infants, toddlers, preschoolers and the kindergarten-
aged child. (1a, 1b)
3. Explain the areas of development: physical, cognitive, emotional, and social. (1b)
4. Develop skill in understanding children through effective use of child study techniques. (1a,
1b, 2 e, 2g, 3b)
5. Develop sensitivity to children with special needs; apply strategies to help identify ‘at risk
children;’ and the ability to adapt classroom techniques and find resources to support their
needs (1a, 1b, 2e, 2g, 3b, 2i)
176. Develop skills in communicating developmental concepts to parents in conferences and
meetings with the intention of creating partnerships to support each child’s developmental
process. (1a, 1b, 2d, 3d)
7. Develop an awareness of the great amount of resource material available to educators in the
area of child development and to encourage continual professional research and learning in
this area. (1d)
Child Development Assignments
Resource Album: You are responsible for compiling a Child Development Resource Album. This
album should include your notes taken while watching videos and from reading assignments, as well as
any articles or handouts given out in this course. This album can be combined with your and
Philosophy album, or you can choose to have each in a smaller notebook.
Term Paper: This course will require one major paper. You will choose one of the Theories or
Theorists studied throughout this Child Development Course and write a 4-6-page paper. The paper
should include an explanation of the importance of his theory for understanding the child; how it
compares and contrasts with Montessori philosophy and theories; and its practical application to our
work with children. In addition to the theories or theorists presented in the book, Theories of
Development you may choose, Emotional Intelligence, Multiple Intelligence, the work of Mihaly
Csikszentmihalyi on Flow or Focused Engagement, or one not suggested here – submit your topic get
approval from the IG by week four.
Developmental Theories Reference Chart
As you read through the book, Theories of Development, by William Crain, you will create a chart that
will serve as a reference of the important theories and theorists who have contributed to our
understanding of child development. The chart categories should include: Name of Theorist and life
span dates; Theoretical category - such as cognitive, behavioral, etc.; Key Points: beliefs, or
contributions to child development. A sample chart and further instructions are posted online.
Developmental Milestones Chart
Throughout this course we will be studying the various developmental domains: motor, cognitive,
language, social-emotional. As we study each one, we will work together to construct a chart of
developmental milestones or key characteristics and skills expected at each age level in each domain.
Each adult learner is responsible for doing a web search on each developmental domain, as we study it.
Find developmental milestone or expectation charts. Choose two characteristics for each age group and
add it to the Chart. Be prepared with more than two in case the one you planned to add has already
been posted. Add the URL -web source in the Resource section at the end of each domain section. If
someone has already listed the URL, you don't need to post it twice. Print out the Chart when all
participants have made their contributions and put it in your resource album.
Complete Weekly assignments
• Watch course videos
• Participate in discussion forums
• Complete experiential assignments as described below, and on the Moodle
• Reflect on journal topic and post one insight
Note: Adult learners who can confirm with a transcript that they have taken a college level Child
Development or Child Psychology course are exempt from doing the Term Paper and the Developmental
Theories Chart. Adult learners are expected to do all other assignments and fully participate in course
discussions.
18Required Text:
Theories of Development Fifth Edition, William Crain (Note: available used at
www.amazon.com )
Montessori, The Science Behind the Genius, Angeline Stoll Lillard, Oxford University Press, 2005
Discovery of the Child, Maria Montessori
The Absorbent Mind, Maria Montessori
Various articles and websites indicated in the guide and online.
Course Outline
Week One:
1. View the following videos and take notes.
Child Dev. Introduction - 1:54
How to apply – 2:09
Principles of Development Part 1 - Approx. 22 minutes
Principles of Development Part 2 - Approx. 25 minutes
Motor Dev. Part 1 - 11:49
Motor Dev. Cont. Part 2 – 16:46
Reflexes – 11:34
Sensory Learning - 9:53
Sensory Input – 3:07
2. Read, Theories of Development, Chapters 1, 3, 4, 11 and 12. Add the main theories and theorists
to your Developmental Theories Reference Chart.
Please note that the chapters that we skip are worth reading, but may be saved until the break or
another time convenient to you.
Optional Additional Reading that can support your understanding of this week’s topics:
Montessori, The Science Behind the Genius, Chapter 2, The Absorbent Mind, Chapters 13 and 14,
and Discovery of the Child, Chapter 6 “Education in Movement”
3. Read the Brain Development Resources and visit www.pbs.org/wnet/brain/index.html; click on
Baby’s Brain, then Infant Vision to experience sight as it develops in infancy, then go back to the
home page and explore other aspects of brain development and function.
4. Observation Assignment: For this assignment you may choose any child between the ages of birth
and three years old. You do not have to do this observation in a school. Observe the child for 15
minutes. Take detailed notes with a focus on motor activity (further instructions will be posted
online). Use the Observation Record Form. Post a short summary in the Developing Discussions
Forum in. Week 2
5. Do a web search for motor development milestones for children 3-6. Compare charts from at least
two websites. Choose at least two significant motor characteristics developing at each age level,
3, 4, and 5 and post to our Developmental Milestones Chart. Be sure to add your web source and
your name at the bottom.
Week Two:
1. View the following videos and take notes.
19Characteristics of children – physical – 4:12
Health – 3:13
Cognitive Theories- Overview of Theories – 21:32
Piaget Cognitive Development – 7:40
Piaget Cont. – 3:56
Piaget Conservation – 3:50
Piaget Length and mass – 4:25
2. Read, Theories of Development, Chapters 6 and 8
Add theories and theorists to your Developmental Theories Reference Chart
3. Conduct Piaget’s experiments on conservation with at least two children. Use the Form provided
to take notes and write a 2-3-paragraph summary of your results. Post summary in Developing
Discussions Forum in Week 2 and upload your actual forms on the SR-EAP.
4. Do a web search on Constructionist Learning Theories and/or Constructionist approaches to
education. Post a paragraph about what you learn and share the web address of any great web
sites.
5. Do a web search on milestones of Cognitive Development for children 3-6. Compare charts on at
least two sites. Choose at least two significant cognitive characteristics developing at each age
level, 3, 4, and 5 and post to The Developmental Milestone Chart. Site the web addresses where
you found your information.
Week Three:
1. View the following videos and take notes.
Vygotsky Cognition- 3:44
Learning Styles – 11:09
Summary of Learning Styles – 5:07
Cognitive Summary – 2:21
2. Read, Theories of Development, Chapters 9, and 10
Add these theories and theorists to your Developmental Theories Reference Chart
Read, Montessori, The Science Behind the Genius, Chapter 6
3. Read more about Learning Styles and Multiple Intelligences at some of the websites below (and/or
do a Google search for additional sites). Then take one of the Learning Styles or MI tests listed
below to determine your own unique learning style or combination of intelligence strengths and
preferences. Post a paragraph explaining what you learned from your Learning Styles or MI test
and if you think it accurately describes your learning style. Post in the Developing Discussions
Forum.
http://www.chaminade.org/inspire/learnstl.htm
http://tlt.its.psu.edu/suggestions/research/learning_styles.shtml
http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDef.HTM
http://www.thirteen.org/edonline/concept2class/mi/index.html
http://www.thomasarmstrong.com/multiple_intelligences.htm
MI and Learning Styles Surveys /Tests
http://www.ldpride.net/learning_style.html
http://surfaquarium.com/MI/inventory.htm
20http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.
cfm
4. You will be assigned a partner from the cohort and one or two of Gardner’s intelligences.
Together you will explore, discuss, and list activities in the Montessori environment that support
this category of intelligence. One partner needs to add your list to the Multiple Intelligence Wiki
by Saturday _______________.
Week Four:
1. View the following videos and take notes.
How Language Develops – 10:56
Forms of Language Part 1- 9:58
Forms of Language Part 2 – 14:04
Encouraging Expressive Language – 14:38
Encouraging Receptive Language – 9:53
Language Summary – 2:49
2. Read, Theories of Development, Chapter 17
Add this theory and theorist to your Developmental Theories Reference Chart
Review, The Absorbent Mind, Chapters 9-12
3. Read more about language development at the websites below:
http://www.literacytrust.org.uk/talktoyourbaby/theories.html
http://speech-language-therapy.com/devel1.htm
4. Do a web search for language development milestones for children 3-6. Compare charts from at
least two websites. Post at least two milestones for each age 3, 4, and 5-year olds. Site your web
sources.
5. Child Development Issues – Web Research: You will be assigned a partner and together you will
do a web research on one of the following topics: Emotional Intelligence; Moral Development,
Children’s Temperament; Autism; the value of play; the effect of computers and television on
early childhood development; how media influences children. Each partner will do a web search
on the topic. Contact your partner and discuss your findings and together choose at least two
websites. Each partner then writes a paragraph or two summarizing the key points found on one or
more websites (It is ok to summarize using bullet points rather than paragraph form). The partners
then combine their work on one document, and post for your fellow cohort members to read. The
Web Research Summaries should state the topic boldly at the top, list the names of the partners
and make sure that the websites chosen as resources are clearly and accurately listed. Post in the
Developing Discussions Forum 6.
Week Five:
1. View the following videos and take notes.
Social Dev. Part 1- 13:18
Social Dev. Part 2 – 14:00
Social Dev. Fears/attachment – 6:22
Pro Social Skills - 9:04
Social Emotional Dev. – The Role of the Teacher – 14:36
Play – 10:23
Types of Play – 7:30
21Play Summary – 3:45
Inappropriate Behavior – 11:21
Temperament Part 1 – 5:29
Temperament Part 2 – 11:02
Temperament Add-on – 4:46
Social Development Summary - 4:18
Media Influence 12:44
Computers in the Classroom – 8:23
2. Read, Theories of Development, Chapter 7, 13, and 14, (review Chapter 4 Attachment Theories)
Add theories and theorists to your Developmental Theories Reference Chart
Read, Montessori, The Science Behind the Genius, pages 183-191.
Do a web search on the Value of Play and read at least one article or website.
We will discuss the section in Lillard’s book on play and what you find in your web search in our
online chat, so please read by Wednesday.
3. Assess your own temperament using the handout provided and post your impressions of this
experience in Journal Forum 5.
4. Observation Assignment – Observe children on a playground focusing on their social interaction
(further instructions will be posted online. Use the Observation Record Form. Post a short
summary and comments in the Developing Discussion Forum 6.
5. Do a web search for social/emotional developmental milestones for children 3-6. Compare charts
from at least two websites. Post at least two milestones for each age 3, 4, and 5-year olds. Site your
web sources.
Week Six:
1. View the following videos and take notes.
Family Life Cycles Part 1 - 6:24
Family Life Cycles Part 2 – 10:58
Family Life Cycles Part 3 – 13:38
Family Life Cycles Stress – 7:01
Parenting Styles – 8:45
Family Participation – 9:19
Family Summary – 7:57
Gender Issues – 8:12
Sexuality – 4:04
First Look at Children – 7:57
Mixed Age – 6:42
Portfolio Assessment – 17:49
Understanding Each Child – 4:25
Universal Greeting – 1:55
2. Read, Theories of Development, Chapter 15, 18, and the Epilogue
Add this theories and theorists to your Developmental Theories Reference Chart
Read, Montessori, The Science Behind the Genius, Chapter 8 and pages 192-210
22Center for Guided Montessori Studies
Classroom Leadership Course Guide:
Video Instructor: Lorna McGrath, Jonathan Wolf, and Valdia Wise
Course Hours: 84 hours Total
Distance Hours: 60 hours
Residential Hours – 24 hours
Course Description
This course presents the principles of effective classroom leadership necessary for preparing adult learners
for the practical application of Montessori philosophy and methodology in today’s classroom environments.
Course content includes: designing the prepared environment, establishing daily routines, starting a new
class, lesson strategies, evaluation of students, record keeping systems, and curriculum planning, as well as
techniques for positive discipline and problem solving in implementing effective classroom strategies. The
course also includes Parent Involvement/Education and an introduction to school administration.
Course Objectives
As a result of this course, along with the yearlong practicum experience, the adult learner will be able to:
1. Explain the importance of a prepared Montessori environment: how it meets the needs of
children and how it contributes to the development of a positive and healthy learning
environment. (1a, 1b, 1c, 2c, 3a, 3e, 3c)
2. Design and maintain a well-prepared Montessori environment that supports the
developmental needs of children from the ages of 2 ½ -6 years of age and is responsive to
specific needs and interests of the children served. (1a, 1b, 1c, 2c, 3a, 3e, 3c)
3. Effectively apply multiple strategies for assessing student progress and needs; keep
organized and meaningful student records; create individual lesson plans for children;
and develop curriculum that meets specific needs and interest of students. (1a,1b, 2b, 2e,
2f, 2g, 2h, 2i, 2j, 3a,3b, 3c, 3e,3f)
4. Demonstrate effective techniques of establishing and maintaining a positive tone and
order in the class that leads to children developing a sense of inner discipline. (1a,1b, 2d,
2h, 2i, 2j, 3a, 3c, 3d, 3e, 3f, 5c)
5. Understand and apply cultural sensitivity in working with both students and parents. (1a,
1c, 2d, 2h, 3d, 3e, 3f)
6. Suggest and implement several strategies for creating a positive level of parent
involvement and collaboration including: maintaining positive and frequent
communication with parents; conducting effective parent-teacher conferences; preparing
written progress reports for parents that effectively communicate the child's learning;
special interests, and special needs; helping to plan and present parent education
programs; encourage appropriate parent volunteerism. (1a, 1d, 2d, 2h, 2i, 2j, 3a, 3d, 3c.
3f, 5c)
7. Understand basic principles of school administration. (2d, 2h, 3a, 3e, 3f, 4a, 4b, 4c, 4d,
5c)
Note about Practicums/Internships: Much of the work in the classroom leadership course relates to your
Practicum, which could also be called your internship.
Required Practicum Paperwork
All adult learners will need to complete the Practicum Packet Paperwork and submit it to the CGMS office
in order for your Practicum/Internship to be valid. This paperwork is on the main course page in a section
titled Practicum Resource Area. It includes a Practicum Agreement that must be signed by the Head of
School of your practicum site, Supervising Teacher Agreement and an Inventory Form, as well as
requesting several supporting documents. The Practicum Paperwork must be submitted by ______
23Residential Sessions Topics
• Creating a Positive Classroom Community
• Principles of a well-prepared environment
• Starting the School Year – Classroom Roles – Circle Time
• Material Making Workshop
• Record Keeping and Planning
• Developing Inner Discipline
• Parent Communication
Distance Learning Course Outline
Classroom Leadership/Practicum Assignments
Create a Practicum - Classroom Leadership Resource Album. This can be combined with your
Observation Resource Album, as there is some overlap of assignments. Place in this album, notes from
your video viewing and reading as well as course handouts and assignments relating to your practicum
and specific to this course.
Practicum Journal Forum: You will create a digital journal documenting your experience
throughout your practicum/internship. The Practicum Journal is on the SR-EAP in the top section of
the page. The journal requires a minimum of two substantial posts per month, which should include
photos of your environment, children at work, new materials you have added to the classroom, special
events, and text describing your experience. If posting just twice, each post should have several photos
and several paragraphs of text. We recommend that you post more frequently posting one or two
photos with brief text... or even just post text to share a “Montessori moment,” or something
significant. Please note that some specific assignments will require you to post to the Practicum
Journal Forum. More instructions will be provided online.
Record Keeping, Planning, and Case Study Assignments: There will be a progression of
assignments for record keeping and planning that will take place throughout the practicum/internship.
These assignments and due dates will be defined on the Moodle. Additionally, there will be two case
study assignments assigned during the year: 1. Case study of a new child and his/her adjustment to
school; 2.A behavioral case study, focusing on one child. These long-term observations will give you
an opportunity to practice your C.O.R.E. Observation skills. Complete instructions will be provided
online.
Leadership Discussion Assignments: You have specific topics to discuss with your supervising
teacher, or, if self-directed, with your assistant teacher in preparation for the start of the school year.
You will summarize these discussions to share with your cohort in the discussions in the Leadership
Forums each week. Once the school year begins, continue to have weekly meetings with your
Supervising Teacher and place the agendas in your Classroom Leadership Album.
Parent Teacher Conferences: This assignment involves both observation and participation in leading
Parent- Teacher conferences. Read details below in week five and online on the course site. Summaries
of your Conference Observations and Conference Participation should be posted on the Student
Resources- Extended Assignment Page (SR/EAP by the end of Eighth Term. Please contact your IG if
you encounter any difficulties with this assignment.
Complete Weekly assignments
• Watch course videos
• Participate in discussion forums
• Complete experiential assignments as described below, and on the Moodle
24• Reflect on journal topic and post one insight
Week One Classroom Leadership – Environmental Design:
1. Video Lectures
Introduction to Classroom Leadership (1:14)
Common Features of Montessori Environments Part 1 (5:14)
Common Features of Montessori Environments Part 2 (5:22)
Principles of Montessori Environmental Design
Principles of Types of Space (4:55)
Quiet Spaces (5:01)
Materials Placement Part 1 (11:20)
Materials Placement Part 2 (3:07)
New Materials (1:58)
Arranging Work on Shelves (5:24)
Types of Shelves (add-on) (3:45)
Mats and Rugs (2:17)
Décor and Fine Touches (3:55)
Art, Plants and Animals (7:20)
Outdoor Space (9:12)
Storage (7:40)
Before and After School Classroom Use and Traffic Patterns (5:51)
How to function in restrictive environments (7:28)
Daily Care of the Environment (7:22)
Take notes of the most meaningful points in the lectures to include in your Observation/
Practicum Resource Album. Post questions and comments in the Classroom Leadership
Discussion Forum 1.
2. Read, Montessori, Maria; Dr. Montessori's Own Handbook, section titled A Children’s House.
(Pages 37 – 49 in the Schocken Publication, 9-18 in another publication)
The following assignments are to be done during the preparation time before the new
school year starts, or if it has already started, should be done as soon as possible.
3. Meet with your Supervising teacher to discuss your role and participation in classroom
preparation. If self-directed, meet with your assistant to discuss a plan for working together to
prepare and maintain the environment.
Post a summary about your meeting in your Practicum Journal Forum. Further instructions
will be posted online.
4. Take photos of your classroom for your Practicum Journal both before the classroom is set it
up for the new school year and after complete and ready for the first day. Take photos
throughout the first month as you add new things and throughout the year as the classroom
evolves.
Week Two Classroom Leadership – Classroom Roles/ Partnerships
1. View the following Videos
Classroom Roles Part 2 -Supervising Teacher / Intern roles (14:19)
Classroom Roles Part 3 - Lead Teacher /Assistant teacher roles (5:56)
Classroom Roles Part 4 - Co-teachers (end at 3:23 – repeats part 2 after this point)
Classroom Roles Part 5 – Team Meetings – Working Together (4:54)
Classroom Roles Part 6 - Classroom Team Meetings/communication (6:10)
25You can also read
