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Master in AMI Montessori Guide for Elementary Education (6-12 years)

Recognized by the International Montessori Association (AMI)

2nd Edition

Syllabus

  • Bases of the Montessori theory and their consolidation in the 3 – 6 year stage

    The foundation course offers a basic comprehension of the essential theory of development and the essential principles applied in Montessori teaching.These essential elements and their implementation in the First Plane of the child’s development will be the basis for understanding the child in the Second Plane.

    The topics covered are:human tendencies, the four planes of development, the absorbent mind, sensitive periods, independence, freedom and discipline, normalization, social development, the prepared environment, the prepared adult,the mathematical mind and observation.

    The student must carry out some hours of observation of children between 3 – 6 years, and hand in resumes and personal notes.

  • The approach to working with children of between 3 and 6 years of age in the Montessori environment

    This involves a description of the instrumental development of reading and writing skills, of the acquisition of motor skills, of the mathematical mind and of the adaptation to culture through the development of personal independence.There will be a theoretical introduction to the four principal areas of the 3 – 6 years’ environment and the principal elements and materials, to understand how the work continues in the 6 – 12 group:practical life, the senses, language, mathematics, and the cultural extensions included in them (art, music, science, geography, history….)Emphasis is placed on a general description of the activities and materials which are offered to the child, establishing connections with the work of the 6 – 12 group and its relevance in Elementary teaching.

    The aim is to connect the Second Plane child with the activities he has carried out in the 3 – 6 class and also to identify and rectify bases of learning which are lacking.

    Observation of children of 3 – 6 should be carried out, and resumes and personal notes handed in.

  • Theoretical bases of the Montessori approach to education as applied to childhood from 6 to 12 years

    With the fundaments provided in the previous assignments as a starting point, the theoretical topics related to the self-development of human beings and how we can encourage it in a respectful and efficient way are studied and described.   We analyze the characteristics of the different stages of development and their educational approach, especially in the 6 – 12 year-old stage.  This stage is one of a certain stability and is essential for the acquisition of all the elements of our culture, morality, socialization and science.  There is an in-depth study of the necessities of development, human tendencies, the balance between limits, freedom and responsibility, imagination and creativity, social and moral development.  The proposal of cosmic education for children of this age is studied in depth, offering it to them through the Great Stories and key lessons.

    The prepared environment of the classroom, its care and maintenance are defined as well as how to use the external environment on trips to the town and to natural settings. 

    Guided reading, debates and activities are organized to look more deeply into how to react to the psychological characteristics of children between 6 and 12 years old.

  • The transformation of the adult, techniques of observation and the management of a Montessori 6 – 12 class

    This assignment is designed to give Montessori guides the skills, resources and practical tools to maintain their attitude of observation of and respect for the child while managing a prepared 6 – 12 years environment   Skills and techniques of observation and management of the environment are practiced, to achieve a respectful watching, admiration for the child’s evolutional process and  efficient  help for his self-development.

    The principal contents are:  The role of the adult in the environment; the material and social prepared environment, preparation and maintenance. Techniques of detailed observation and record keeping.  How to protect self-development and remove obstacles in the prepared environment.  The planning and preparation of presentations.  How to prepare and explain stories.  How to carry out individual monitoring and evaluation.  Reports, information and assessments.  Deal with legal requirements such as examinations and tests.  The children’s work, work journals.  Special features of work in a 6 – 9 and a 9 - 12 class.  The adaptation to a Montessori class, the first days of the course.  The transition from 3 – 6 to 6 – 12.  Managing cohesion and group work in the classroom.  Inclusive classroom and attention to diversity.  Materials and resources in a Montessori classroom.  Implementation of the prepared environment for 6 – 12.  Independent school outings.  Relationship with the surroundings and team work.  Administrative topics relating to school management and how to manage communication and the relationship with parents and the educational community.

  • Geography, educational approach, techniques and the presentation of developmental materials

    Work in the area of geography is part of the context of the other disciplines of knowledge within cosmic education.The aim is to offer a general vision and a description of how the laws of the universe function, underlining how the various natural elements, human beings and humanity act in harmony in an interdependent manner.Through the understanding of how the universe functions, the aim is to awaken a feeling of gratitude and responsibility for the environment in children.

    Stories, materials, and all sorts of resources especially designed to explain to children how particles, the universe and the Earth function, and how humanity has adapted to the planet, will be worked on.In the area of geography, we work on astronomy, meteorology, physics, chemistry and geology and descriptive geography.In the field of human geography, work includes the geographical situation, regions which have their own special importance, what the people who live in each region are like, what type of activities they practice, the way in which human beings are interdependent, what technologies have been developed through the centuries and how the economic system functions.Much importance is given to the experimental factor, to discover the physical and chemical laws of the elements.

  • Biology, educational approach, techniques and the presentation of developmental materials

    Work in the area of biology is part of the context of the other disciplines of knowledge within cosmic education.The aim is to offer a general vision and a description of how the laws of the universe function, underlining how the various natural elements, human beings and humanity act in harmony in an interdependent manner.Through the understanding of how the universe functions, the aim is to awaken a feeling of gratitude and responsibility for the environment in children.

    In the area of biology, the appearance of living beings, the realms of living beings, simple and advanced classification, observation and experiments, types of animals, the functions of the systems and apparatus of living beings, especially humans, are studied.The area of botany is broadened with more detail to encourage children to observe and experiment with the functions of living beings. Aspects of health are also included, such as diet and physical exercise.Stories, materials, experiments and a variety of resources especially designed to explain to children the characteristics, necessities and function of living beings and how they form a very important element in the global balance of the planet, are studied.

    Outings to natural environments and the observation of and direct contact with natural elements become especially relevant.

  • History, educational approach, techniques and the presentation of developmental materials

    Work in the area of history is part of the context of the other disciplines of knowledge within cosmic education.The aim is to offer a general vision and a description of how the laws of the universe function, underlining how the various natural elements, human beings and humanity act in harmony in an interdependent manner.  Through the understanding of how the universe functions, the aim is to awaken a feeling of gratitude and responsibility for the environment in children.

    We work on the arrival of mankind to the Earth, and how since the first moment he has always acted to satisfy his needs while at the same time adapting to different places and circumstances while his environment was changing.

    Working from the keys to the fundamental necessities of human beings, different eras and social groups in history are studied.  Special emphasis is placed on the general vision of human evolution through numerous materials such as timelines, posters and stories.  In the area of history, the geological ages, the prehistoric and historical ages, key elements for the study of history, the most influential civilizations of history, work with timelines and types of migrations are studied.

  • Arithmetic, educational approach, techniques and the presentation of developmental materials

    Work in the area of arithmetic is part of the context of the other disciplines of knowledge within cosmic education.  Arithmetic is approached as a language created by man’s mathematical mind, which allows him to adapt to his environment and improve it.  History, geography, biology and the social environment are abundant in mathematics.

    We work with stories, materials, experiments and all types of resources designed to explain to children how the laws of mathematics function.  The area of arithmetic is extensive and envisages working with a wide range of materials which help children to understand mathematical concepts in depth.  In the area of mathematics, the system of numbering, other bases of numbering, the four operations, problems, multiples and factors, measurements, powers, polynomials, square roots and cubic roots, fractions, decimal numbers, negative numbers, proportion, statistics, advanced problems, algebra and equations are all studied.

  • Geometry, educational approach, techniques and the presentation of developmental materials

    Work in the area of arithmetic is part of the context of the other disciplines of knowledge within cosmic education.  It implies the knowledge and measurement of the forms in our surroundings.  Its relationship with mathematics, history, geography and biology is very close. 

    We work on stories, materials, experiments and all types of resources especially designed to present to children the keys to how to analyze their surroundings from a viewpoint of geometry.  There are many manipulative materials which allow much creativity and led to the making of discoveries about laws and relationships in the forms of our surroundings.

    In the area of geometry, fundamental concepts for analyzing the forms of the environment such as equivalences and the basic naming of geometrical figures and bodies are studied, along with measuring instruments, geometric constructions, lines, angles, flat figures, polygons, the circle, the relationship between figures, area, volume and the principal laws and theorems.

  • Language, educational approach, techniques and the presentation of developmental materials

    Work in the area of language is part of the context of the other disciplines of knowledge within cosmic education.  It is language which has allowed the human being to create concepts and build his reasoning mind.  A deep understanding of the function of different types of words, the formation of words and how they are organized to build sentences is the basis for the mastery of the use of verbal communication.

    In the area of language, we study the evolution of language and our mother tongue, the construction of words, semantics, etymology, morphology, syntax, oral expression, reading, writing and literature.

    In order to thoroughly get to know the work in language, stories, materials and all types of resources especially designed to present to children the keys of how to analyze and use language are studied.

  • Music and art, educational approach, techniques and the presentation of developmental materials

    Work in the area of language is part of the context of the other disciplines of knowledge within cosmic education.  Art and music are languages created by the human mind, allowing for a wider range of expression and creativity.

    In the area of music, we study how to incorporate music into the atmosphere of the class through singing, rhythm, movement, listening sessions and musical language.  There are also some specific materials especially designed for handling, for the understanding of musical language and creativity.   In the area of art, techniques, elements and the basic principles for creating and interpreting works of art are studied.

  • Practice in the use of developmental materials and presentations in the different areas

    The vast majority of supervised internships are done in the face-to-face part of the course. We want students to be able to practice with the materials, increasing their skills and experience in a Montessori model classroom.  This is the ideal moment to explore and apply the concepts learned during demonstrations and theoretical classes, and to work in close collaboration with other students under the supervision of qualified staff certified by the AMI.  Students work with other students, often assuming the role of the child among them, in order to perfect their technique and get to know the materials in more depth.  A member of the teaching staff certified by the AMI is on hand to clear up questions and offer suggestions, so that students can gain the maximum benefit from this practical experience.  Fulfillment of the hours of supervised training is indispensable in order to take the written and oral examinations.  The model Montessori classroom in which this supervised training is carried out is completely equipped with Montessori fixtures and materials.  Whenever it is possible, it is recommended to undertake extra hours of practical training and the teaching center makes the model classroom available during the week for all students who wish to dedicate more time to this activity.

    It is considered that students will also do a few hours of practice with materials outside of the face-to-face sessions. Students will be required to submit evidence of some of these practices in the form of recordings and records in order to facilitate follow-up and counseling. It is advisable to have a Montessori environment available to practice and in your absence get some materials or simulations of them.

  • Practicum (observation of children and Montessori environment)

    Students must complete three weeks (90 hours) of observation of children and  Montessori environments in an Elementary School, under the supervision of a Montessori guide certified by the AMI.  The observations allow the students to advance their studies in a Montessori classroom, help them to discover the reality of the children and guarantee the development of habitual, precise and dynamic movements which students can apply to their future daily practice.  During every day of observation, students will observe the class within Guidelines of Observation which have been previously studied.  These guidelines, or hints, are designed to focus the student’s attention on one particular aspect of the child’s development and/or the Montessori theory.  Students must record their observations and draw up a report of observations.

    Students may choose where to carry out their observations, in any part of the world, but always in an Elementary school where there is a prepared Montessori environment and a guide certified by the AMI to apply the Montessori approach.  When choosing the center for training, it is necessary to have the prior approval of the director of the Master.  Collaborative agreements should be drawn up between the University and each center of training.  The MIRTC is situated in the Montessori Palau Girona school, which has 16 classrooms and Elementary teachers certified by the AMI available to welcome students who have to compete observations.

  • Practicum (training as a Montessori guide)

    During the course  students must complete four weeks (120 hours) of training as a Montessori guide in an Elementary school, under the supervision of a Montessori guide certified by the AMI.  Teaching practice allows students to apply their knowledge of the child’s development and of the materials and to work directly with children in authentic Montessori classrooms.  This is the moment for them to put into practice and perfect their skills to give presentations about the different areas of the curriculum, as well as to improve the learning process regarding the management of a Montessori Elementary education class.

    Students may choose where to carry out their observations, in any part of the world, but always in an Elementary school where there is a prepared Montessori environment and a guide certified by the AMI to apply the Montessori approach.  When choosing the center for training, it is necessary to have the prior approval of the director of the Master.  Collaborative agreements should be drawn up between the University and each center of training.  The MIRTC is situated in the Montessori Palau Girona school, which has 16 classrooms and Elementary teachers certified by the AMI available to welcome students who have to compete observations.

  • The Final Master’s Thesis

    The Final Master’s Thesis consists of a summary of the course work in the form of a report accompanied by the nine completed albums and the materials which have been worked with.  There is one section of the report where the most outstanding characteristics of the Montessori approach to education are set out and the work in each area will be described  from the  viewpoint of  interaction  with the  other areas  in the context of cosmic education.

    There will be a section describing the personal process of transformation of the student obtained from the notes made during the course and this will be compared with the transformation of the adult proposed by Maria Montessori.  There will also be a practical demonstration of the application of the Montessori principles, in a situation which is real and meaningful for the student.    The Final Master’s Thesis is indispensable for obtaining the title of Master from the university and it will be assessed once all the   other  assignments have been approved by the AMI. This TFM (Final Master’s Thesis) may be carried out in a group.

Qualification

Master’s course of the AMI Montessori Guide for Elementary Education (6-12 years) by the University of Girona.
Postgraduate Course in Montessori Fundamentals and Early Childhood Education

*Pending approval by the University of Girona.
*It does not include the rate of issue of the title.
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