The foundations course provides an understanding of the essential theory of development and the essential pedagogical principles applied in Montessori education. These essential elements and their concretization in the first plane of the child's development will be a basis for understanding the child of 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, prepared environment, the prepared adult, the mathematical mind and observation.
A description is made of the development of instrumental reading and writing skills, the acquisition of motor skills, the mathematical mind and adaptations to culture through the development of one's own independence. A theoretical introduction is given to the four main areas of the environment from 3 to 6 years old and the main elements and materials to understand how their work continues in 6-12: Practical life, sensory, language, mathematics and the cultural extensions that are included in them (art, music, science, geography, biology, geometry, history...). An overview of activities and materials offered to the child is emphasized, making connections to work in 6-12 and its relevance to elementary instruction.
The aim is to connect the child in the Second Plane with the activities they have had in the 3-6 classroom, as well as to identify and help remedy the difficulties in which they find themselves.
9 hours of observation of children from 3 to 6 years old must be carried out and summaries and personal notes must be submitted.
With the foundations 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.
This assignment is designed to give Montessori guides the skills, resources, and practical tools to maintain their attitude of observation 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 respectful observation, admiration for the child’s developmental process, and efficient support for their 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 teamwork.
· Administrative topics relating to school management and how to manage communication and the relationship with parents and the educational community.
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, 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.
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, and 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 functions 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.
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 humankind to the Earth and how, since the first moment, humans have always acted to satisfy their needs while at the same time adapting to different places and circumstances as their 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, work with timelines, and types of migrations are studied.
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 the mathematical mind of humankind, which allows humans to adapt to their 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 includes working with a wide range of materials that help children 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.
Work in the area of geometry is framed within the context of the other disciplines of knowledge in cosmic education.
It involves the knowledge and measurement of the forms in our surroundings, with a very close relationship to mathematics, history, geography, and biology.
We work with stories, materials, experiments, and all kinds of resources specifically designed to show children the keys to analyzing their environment from a geometric perspective. There are many manipulative materials that foster creativity and lead to the discovery of laws and relationships among the forms in our surroundings.
In the area of geometry, fundamental concepts for analyzing shapes—such as equivalences and the basic nomenclature of geometric figures and solids—are studied, along with measuring instruments, geometric constructions, lines, angles, plane figures, polygons, the circle, relationships between figures, area, volume, and the main laws and theorems.
Work in the area of language is part of the context of the other disciplines of knowledge within cosmic education.
It is language that has allowed human beings to create concepts and build their 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 mastering 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.
To gain a thorough understanding of language, stories, materials, and all types of resources specially designed to present to children the keys to analyzing and using language are studied.
Work in the area of music is part of the context of the other disciplines of knowledge within cosmic education.
Music is a language 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 classroom atmosphere through singing, rhythm, movement, listening sessions, and musical language. There are also specific materials specially designed for hands-on activities, to support 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.
Work in the area of art is part of the context of the other disciplines of knowledge within cosmic education.
Art is a language created by the human mind that allows for a broader spectrum of expression and creativity.
The 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 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 AMI is on hand to answer 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 Montessori model classroom in which this supervised training is carried out is completely equipped with Montessori fixtures and materials. Whenever 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 be able to carry out some hours of practice with materials outside the classroom sessions in an autonomous way, using real materials or simulations.
Students must complete three weeks of observation of children and Montessori environments in an Elementary School, under the supervision of a Montessori guide certified by the AMI if it's possible. 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 preferably with 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. Is indispensable collaborative agreements should be drawn up between the University and each center of training and therefore, the student must submit the internship data form to the director several weeks before the start of the internship. 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.
During the course, students must complete four weeks (110 hours) of training as a Montessori guide in an Elementary school, under the supervision of a Montessori guide certified by AMI.
Internships are not allowed to be performed in the student’s own work environment, and completing all internship hours in the same school should be avoided. Teaching practice allows students to apply their knowledge of child development and the use of materials, and to work directly with children in authentic Montessori classrooms. This is the moment for them to put into practice and refine their skills in giving presentations on different areas of the curriculum, as well as to improve their understanding of managing a Montessori Elementary classroom.
Students may choose where to carry out their internships, in any part of the world, but always in an Elementary school with a prepared Montessori environment and a guide certified by AMI to apply the Montessori approach. When choosing the training center, prior approval from the Master’s director is required. Collaborative agreements must be drawn up between the University and each training center; therefore, the student must submit the internship data form to the director several weeks before the start of the internship.
The MIRTC is located in the Montessori Palau Girona school, which has 16 classrooms and Elementary teachers certified by AMI available to welcome students who need to complete observations.
The Final Master’s Thesis consists of a summary of the coursework in the form of a report.
One section of the report sets out the most outstanding characteristics of the Montessori approach to education, and describes the work in each area from the viewpoint of interaction with the other areas in the context of cosmic education.
There will be a section describing the student’s personal process of transformation, based on notes taken 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 Montessori principles in a real and meaningful situation for the student, or a research paper on a Montessori-related topic.
The Final Master’s Thesis is essential for obtaining the Master’s degree from the university and will be assessed once all other assignments have been approved by AMI. This TFM (Final Master’s Thesis) may be carried out in a group.
Fundació Universitat de Girona: Innovació i Formació
Parc de Recerca i Innovació de la Universitat de Girona
Centre d'Empreses Giroemprèn
Pic de Peguera, 11 | 17003 Girona
