MECSP025 – Montessori Early Childhood Specialist Program
Categories: Learning Program, Professional Development
About Course
Dive into the transformative world of Montessori education with this program, which provides an in-depth understanding of the theory and practical skills needed to deliver a Montessori education program for children aged 0–6 years.
Full Course Cost is $4195.00
Charged at $1048.75 per month for 4 months.
What you’ll learn
Throughout this program, you’ll master:
- Developing and refining sensory, cognitive, and mathematical skills.
- Designing Montessori learning environments and programs.
- Supporting language development and practical life skills.
- Guiding child behaviour using Montessori principles.
- Engaging with stakeholders to create a collaborative learning environment.
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Course Content
MCESP025001 – Apply Montessori Core Principles and Practices in a Child’s Development Program
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UNIT OVERVIEW
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RECOMMENDED READING
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PRINCIPLES AND PRACTICES OF MONTESSORI EDUCATION
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NUTRITION
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THE PREPARED ENVIRONMENT
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RESPECT FOR THE CHILD
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FOSTERING RESPECTFUL COMMUNICATION AND INTERACTIONS WITH STAKEHOLDERS WITHIN A MONTESSORI ENVIRONMENT
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THE PREPARED ADULT
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THE BENEFITS OF CHILD-LED LEARNING TO MEET THE NEEDS OF EACH INDIVIDUAL CHILD
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READING: THE MONTESSORI APPROACH AS A MODEL OF PERSONALISED INSTRUCTION
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FREEDOM AND DISCIPLINE
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FOSTERING CONCENTRATION AND IT’S ROLE IN THE NORMALISATION PROCESS
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HORME
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THE CURRICULUM AREAS AND THEIR INTERCONNECTEDNESS
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REALITY IN A MONTESSORI PREPARED ENVIRONMENT
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THE MULTI-AGE PREPARED ENVIRONMENT
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THE CHILD’S READINESS TO PROGRESS THROUGH THE SCOPE AND SEQUENCE OF THE DIDACTIC MATERIALS AND THE MONTESSORI CURRICULUM
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CONCEPTUAL KNOWLEDGE AS A DIRECTRESS AND IT’S IMPORTANCE IN A CLASSROOM
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INDIRECT PREPARATION AND IT’S ROLE AS A TOOL TO FURTHER LEARNING
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GATHERING INFORMATION ABOUT THE CHILD
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THE MONTESSORI PLANNING AND DOCUMENTATION CYCLE
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OBSERVATION AND RECORD KEEPING
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THE ART OF OBSERVATION AND LISTENING
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LINKING OBSERVATIONS TO THE LEARNING CURRICULUM FRAMEWORK
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FOUNDATIONS OF THE MONTESSORI CURRICULUM
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ADDITIONAL SUGGESTED DOCUMENTATION READINGS
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MONTESSORI PROCESS OF RECORDING CONCERNS AND BEHAVIOUR ASSESSMENT AND RESPONSE: ANTECEDENTS OF BEHAVIOUR – THE ABC MODEL.
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MONTESSORI PROCESS OF BEHAVIOUR ASSESSMENT AND RESPONSE: POSITIVE DISCIPLINE
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: RELATIONSHIP-BASED STRATEGIES
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CONSULTING AND REFERRING FOR ADDITIONAL ASSISTANCE WITH OTHER PROFESSIONALS
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MEETING ORGANISATIONAL POLICIES, PROCEDURES AND STANDARDS IN RELATION TO BEHAVIOUR GUIDANCE
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Section 1 – Quiz
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Section 2 – Assessment Task: Montessori Orientation – Staff Information Brochure or Presentation
MCESP025002– Develop and Maintain the Learning Environment
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UNIT OVERVIEW
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RECOMMENDED READING
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THE MONTESSORI METHOD
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AN INTRODUCTION TO MONTESSORI CLASSROOMS
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PREPARING MONTESSORI COMMUNITIES
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THE ROLE OF THE ADULT/ DIRECTRESS IN THE RUNNING OF THE PREPARED ENVIRONMENT
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FACTORS FOR FOSTERING ENGAGEMENT IN THE PREPARED ENVIRONMENT
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KEY PRINCIPLES TO CONSIDER WHEN DESIGNING THE PREPARED ENVIRONMENT
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DESIGN ELEMENTS
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THE IMPORTANCE OF THE PREPARED ENVIRONMENT FOR SELF-CONSTRUCTION
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ASSESSING THE LEARNING ENVIRONMENT: FOLLOWING THE INTERESTS AND DEVELOPMENTAL APPROPRIATENESS OF THE CHILD
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PART 1: GUIDELINES FOR MONTESSORI AND THE NIDO ENVIRONMENT
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A LIST OF NIDO MATERIALS
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PART 2: GUIDELINES FOR THE MONTESSORI INFANT COMMUNITY ENVIRONMENT
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A LIST OF INFANT COMMUNITY MATERIALS
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PART 3: GUIDELINES FOR THE CASA CLASSROOM
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A LIST OF THE CASA MATERIALS
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THE ROLE OF THE MONTESSORI DIRECTRESS AND THE PREPARED ENVIRONMENT
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THE GOLDEN TRIANGLE: THE INTERRELATIONSHIP BETWEEN THE ELEMENTS OF AN ENVIRONMENT; THE CHILD, THE DIRECTRESS, AND THE PREPARED ENVIRONMENT.
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READING: TALKING ABOUT PRACTICE: INTENTIONAL TEACHING. ACECQA
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INTENTIONAL TEACHING WITHIN THE MONTESSORI METHOD
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MONTESSORI OUTDOOR PREPARED ENVIRONMENT
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MAINTAINING AND RESETTING THE PREPARED ENVIRONMENT.
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WORKPLACE HEALTH AND SAFETY LEGAL REQUIREMENTS
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FOOD SAFETY REQUIREMENTS IN THE PREPARED ENVIRONMENT
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EXAMPLES OF CLASSROOM SETUPS
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BIBLIOGRAPHY
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Section 1 – Quiz
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Section 3 – Portfolio
MCESP025003 – Design and Develop Montessori Learning Programs
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UNIT OVERVIEW
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RECOMMENDED READING
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THE MONTESSORI METHOD
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MONTESSORI’S THEORIES OF HUMAN PSYCHOLOGY – HUMAN TENDENCIES
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THE IMPORTANCE OF THE HUMAN TENDENCIES TO THE CHILD
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THE ROLE OF THE ADULT IN NURTURING THE HUMAN TENDENCIES
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MONTESSORI’S THEORIES OF HUMAN PSYCHOLOGY -THE ABSORBENT MIND
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MONTESSORI’S THEORIES OF HUMAN PSYCHOLOGY: ADAPTATION
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FOUR PLANES OF DEVELOPMENT
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THE SENSITIVE PERIODS
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THE CONSCIOUS AND UNCONSCIOUS MIND DURING CHILDHOOD DEVELOPMENT
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THE ROLE OF THE SPIRITUAL EMBRYO IN EARLY CHILDHOOD DEVELOPMENT
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THE MOTIVATION FOR PARTICIPATION THROUGH THE USE OF ENTICEMENT
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ROUTINES IN THE MONTESSORI ENVIRONMENT THAT FOSTER LEARNING
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MONTESSORI THEORY OF EARLY CHILDHOOD DEVELOPMENT: THE ACQUISITION OF LIFE SKILLS
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MONTESSORI THEORY OF EARLY CHILDHOOD DEVELOPMENT: THE ACQUISITION OF LANGUAGE
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MONTESSORI THEORY OF EARLY CHILDHOOD DEVELOPMENT: THE ACQUISITION OF MOVEMENT
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MONTESSORI THEORY OF EARLY CHILDHOOD DEVELOPMENT: THE DEVELOPMENT OF THE FIVE SENSES
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MONTESSORI THEORY OF EARLY CHILDHOOD DEVELOPMENT: GUIDING CHILDREN TO EXPLORE THE WORLD AROUND THEM
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THE IMPORTANCE OF CHILDREN’S INPUT AND IDEAS
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THE CURRICULUM AREAS AND THEIR INTERCONNECTEDNESS
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INSTRUCTIONAL LEARNING DESIGN FOR MONTESSORI PROGRAMS
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ATTACHMENT
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BIBLIOGRAPHY
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Section 1 – Quiz
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Section 2 – Research Project
MCESP025004– Manage Stakeholder Education Programs
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UNIT OVERVIEW
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RECOMMENDED READING
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THE MONTESSORI METHOD – EDUCATION FOR LIFE
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THE MONTESSORI METHODS CORE IDEAS, THEORIES AND CONCEPTS
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PSYCHIC QUALITIES
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THE SPIRITUAL EMBRYO
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NEBULAE
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HORME
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MNEME
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THE ABSORBENT MIND
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THE SENSITIVE PERIODS
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COSMIC EDUCATION
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MONTESSORI’S HUMAN TENDENCIES
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THE IMPORTANCE OF THE HUMAN TENDENCIES TO THE CHILD
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THE ROLE OF THE ADULT IN THE NURTURING OF THE HUMAN TENDENCIES
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FOUR PLANES OF DEVELOPMENT
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THE PREPARED ENVIRONMENT
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THE PREPARED ENVIRONMENT IN THE EARLY YEARS
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WHY IS MONTESSORI’S EDUCATIONAL METHOD STILL RELEVANT TODAY?
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RESEARCH SHOWS THE BENEFITS OF MONTESSORI EDUCATION
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MONTESSORI EDUCATION FOR PEACE
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EDUCATION FOR PEACE AS ADULTS AND APPROPRIATE COMMUNICATION AND ENGAGEMENTS WITHIN A MONTESSORI ENVIRONMENT
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THE NATIONAL QUALITY FRAMEWORKS
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THE EARLY YEARS LEARNING FRAMEWORK (EYLF)
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THE NATIONAL QUALITY STANDARDS
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WHAT SETS MONTESSORI APART
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HOW DOES MONTESSORI DIFFER FROM OTHER EDUCATIONAL METHODS IN THE EARLY YEARS?
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WHY ARE PARENTS AND EDUCATORS ALIKE DRAWN TO A MONTESSORI EDUCATION?
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Section 1 – Quiz
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Section 2 – Research Project
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Section 3 – Oral Presentation
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Section 4 – Montessori Family Information Resource
MCESP025005 – Strategically Support and Guide the Child’s Behaviour Using Montessori Principles and Practices
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UNIT OVERVIEW
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RECOMMENDED READING:
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WHAT IS BEHAVIOUR?
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STAGES OF DEVELOPMENT: ‘THE CONSTRUCTION OF INDIVIDUALITY’
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STAGES OF DEVELOPMENT – A BEHAVIOUR FOCUS
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DEVELOPMENTAL AND EMOTIONAL REASONS FOR INAPPROPRIATE BEHAVIOUR
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TEMPERAMENT
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SEPARATION AND ATTACHMENT
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CHALLENGING BEHAVIOURS
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FREEDOM WITHIN LIMITS
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: NORMALISATION
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: DEVIATIONS
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: INDEPENDENCE THE MONTESSORI WAY
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: OBEDIENCE AND WILL
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: READING: DEVELOPMENT OF THE WILL
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: LIBERTY AND DISCIPLINE IN THE MONTESSORI CLASSROOM
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: REDIRECTING BEHAVIOUR IN THE MONTESSORI CLASSROOM
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: INTRINSIC vs EXTRINSIC REWARDS AND MOTIVATION
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THE EFFECT OF DEVELOPMENTAL CRISIS
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THE ROLE OF THE ADULT IN UNDERSTANDING CONTRIBUTORY FACTORS FOR BEHAVIOUR
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DIFFERENT FAMILY STYLES OF DISCIPLINE AND NORMS IN DIFFERENT CULTURES AND SOCIAL GROUPS
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MONTESSORI PROCESS OF BEHAVIOUR ASSESSMENT AND RESPONSE: ANTECEDENTS OF BEHAVIOUR – THE ABC MODEL.
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MONTESSORI PROCESS OF BEHAVIOUR ASSESSMENT AND RESPONSE: POSITIVE DISCIPLINE
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MONTESSORIS THEORIES OF BEHAVIOUR MANAGEMENT: RELATIONSHIP-BASED STRATEGIES
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CONSULTING AND REFERRING WITH OTHER PROFESSIONALS
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COMMUNITY ORGANISATION AND PROGRAMS ADDRESSING BEHAVIOURAL ISSUES IN CHILDREN
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READING: INAPPROPRIATE DISCIPLINE (NATIONAL QUALITY FRAMEWORKS)
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UNITED NATIONS CONVENTIONS ON THE RIGHTS OF THE CHILD
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MEETING ORGANISATIONAL POLICIES, PROCEDURES AND STANDARDS IN RELATION TO BEHAVIOUR GUIDANCE AND YOUR OWN STANCE
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Section 1 – Quiz
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Section 2 – Research Assignment
MCESP025006 – Develop Strategies to Facilitate Practical Life Skills
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UNIT OVERVIEW
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RECOMMENDED READING
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WHAT IS MONTESSORI AND IT’S PHILOSOPHY FOR LEARNING METHODOLOGY
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THE PRINCIPLES OF PRACTICAL LIFE
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THE PRINCIPLES OF GRACE AND COURTESY
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WHAT IS THE PURPOSE OF THE PRACTICAL LIFE AND GRACE AND COURTESY CURRICULUM IN A MONTESSORI ENVIRONMENT?
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THE ROLE OF THE DIRECTRESS: INTERACTIONS AND STRATEGIES TO NURTURE GRACE AND COURTESY AND PRACTICAL LIFE SKILLS
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AREAS OF THE PRACTICAL LIFE CURRICULUM
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AREAS OF PRACTICAL LIFE IN NIDO AND THE INFANT COMMUNITY
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AREAS OF PRACTICAL LIFE IN THE CASA/CHILDREN’S HOUSE
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CHARACTERISTICS AND FEATURES OF PRACTICAL LIFE EXERCISES AND MATERIALS
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ESSENTIAL STRATEGIES FOR PRACTICAL LIFE PROVISIONING AND THE DELIVERY OF LESSONS.
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THE DEVELOPMENT OF PRACTICAL LIFE AND GRACE AND COURTESY ACTIVITIES AND THE PRACTICAL LIFE CURRICULUM SPACE
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PREPARING EXERCISES FOR PRACTICAL LIFE
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THE ROLE OF PRACTICAL LIFE ACTIVITIES IN NORMALISATION AND THE FOSTERING OF CONCENTRATION
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THE HAND AS THE INSTRUMENT OF THE MIND
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WHAT ARE THE AIMS OF THE PRACTICAL LIFE CURRICULUM AND THE DIFFERENCES BETWEEN 0-3 YEARS AND 3-6 YEARS PRACTICAL LIFE ACTIVITIES?
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FOOD PREPARATION
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HOMEMADE ACTIVITIES IN A MONTESSORI CLASSROOM.
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THE KEY PRACTICAL LIFE AND GRACE AND COURTESY DIDACTIC MATERIALS OR EXPERIENCES REQUIRED IN 0-3 AND 3-6 COMMUNITIES
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THE PRACTICAL LIFE MATERIALS BOOK
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INTENTIONAL TEACHING WITHIN THE MONTESSORI METHOD
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HOW DO WE CARRY OUT PRACTICAL LIFE EXERCISES? THE PRINCIPLES AND PRACTICES FOR DELIVERING INTENTIONAL LESSONS
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Section 1 – Quiz
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Section 2 – Research Assessment
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Section 3 – 0-3 years – Montessori Album (Practical Life)
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Section 4 – 3-6 years – Montessori Album (Practical Life)
MCESP025007 -Develop and Refine the Child’s Sensory Processing
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UNIT OVERVIEW
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RECOMMENDED READINGS
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SENSORIAL EDUCATION
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HOW THE SENSORIAL CURRICULUM BECAME APPARENT
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INTRODUCTION TO THE PSYCHOLOGY OF SENSORIAL EDUCATION AND THE CHILD’S BRAIN DEVELOPMENT
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SENSORY DEVELOPMENT – PRENATAL
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SENSORY DEVELOPMENT – NIDO AND TODDLERS
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SENSORY DEVELOPMENT – CHILDREN’S HOUSE
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PSYCHO-SENSORY MOTOR DEVELOPMENT
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PSYCHO-SENSORY MOTOR TIMELINE
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MOVEMENT
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PERCEPTUAL MOTOR SKILLS IN THE MONTESSORI ENVIRONMENT
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FUNDAMENTAL MOVEMENT PATTERNS IN EARLY CHILDHOOD DEVELOPMENT
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DEVELOPMENT OF EQUILIBRIUM
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ACTIVITIES TO SUPPORT THE DEVELOPMENT AND REFINEMENT OF EQUILIBRIUM
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THE HAND
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SIGHT SENSE
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HEARING SENSE
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TASTE SENSE
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SMELL – OLFACTORY SENSE
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TOUCH SENSE
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STEREOGNOSTIC SENSE
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THE SIGNIFICANT TEACHING POINTS AND THEIR RELATIONSHIP TO THE PRINCIPLES UNDERLYING A PIECE OF MONTESSORI’S SENSORIAL APPARATUS
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APPEAL OF THE SENSORIAL MATERIALS AND THEIR CONNECTIONS TO THE HUMAN TENDENCIES
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THE RELATIONSHIP BETWEEN SENSORY EDUCATION AND THE OTHER MONTESSORI CURRICULUM AREAS
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THE OUTDOOR ENVIRONMENT IN AID OF SENSORY DEVELOPMENT
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0-3 VS 3-6 SENSORIAL EDUCATION
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SENSORY EDUCATION AND THE NATIONAL MONTESSORI CURRICULUM
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EXAMPLE OF SENSORIAL MATERIALS
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SENSORIAL CURRICULUM AND EXTENSION EXERCISES
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HOW TO INTRODUCE A CHILD TO THE SENSORIAL MATERIALS.
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HOW DO WE CARRY OUT SENSORIAL EXERCISES?
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Section 1 – Quiz
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Section 2 – Research Assignment
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Section 3 – 0-3 years – Montessori Album – Sensorial
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Section 4 – 3-6 years – Montessori Album (Sensorial)
MCESP025008 – Develop and Enhance the Language and Communication Skills of the Child
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UNIT OVERVIEW
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RECOMMENDED READING
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INTRODUCTION TO LANGUAGE
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NON-VERBAL COMMUNICATION
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THE FOUR ASPECTS OF LANGUAGE
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HOW IS SPEECH PRODUCED
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WRITING
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READING
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LANGUAGE AND THE BRAIN
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MYELINSATION OF THE BRAIN
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LANGUAGE ACQUISITION AND THE FOUR NECESSITIES OF LANGUAGE DEVELOPMENT
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A SENSITIVE PERIOD FOR LANGUAGE DEVELOPMENT
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THE STAGES OF LANGUAGE DEVELOPMENT
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THE LANGUAGE PYRAMID
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THE MONTESSORI LANGUAGE PROGRAM
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GENERAL AGES OF LANGUAGE DEVELOPMENT IN A CHILD
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DEVELOPING A MATERIALS BOOK/ALBUM
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HOW TO INTRODUCE A CHILD TO THE LANGUAGE MATERIALS
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THREE PERIOD LESSON
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HOW DO WE CARRY OUT LANGUAGE EXERCISES?
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A LEARNING ENVIRONMENT RICH IN LANGUAGE
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MONTESSORI PRINCIPLES OF REALITY AND FACTUAL INFORMATION
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CRITERIA FOR SELECTING DISPLAYS AND PICTURES TO STIMULATE LANGUAGE
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THE ROLE OF ADULTS IN ENCOURAGING LANGUAGE AND CREATIVE EXPRESSION
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LANGUAGE AND LITERATURE EXTENSION EXPERIENCES FOR OLDER CHILDREN
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LEARNING SEVERAL LANGUAGES
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PRINCIPLES OF THE DEVELOPMENT OF ENGLISH AS A SECOND LANGUAGE
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PRINCIPLES OF EARLY CHILDHOOD BILINGUALISM INCLUDING THE LINK BETWEEN FIRST LANGUAGE MAINTENANCE AND LEARNING ESL
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CRITERIA AND RESPONSES FOR REMEDIAL ACTION
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APPENDIX: LANGUAGE DEFINITIONS
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BIBLIOGRAPHY
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Section 1 – Quiz
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Section 2 – Research Assessment
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Section 3 – 0-3 years – Montessori Album – Language
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Section 4 – 3-6 years – Montessori Album Language
MCESP025009 – Facilitate the Child’s Cognitive and Mathematical Development
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UNIT OVERVIEW
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Recommended Reading
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MONTESSORI AND MATHEMATICAL DEVELOPMENT
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WHERE DOES MATHEMATICS LAY WITHIN THE SENSITIVE PERIODS?
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SENSORY PERCEPTUAL DEVELOPMENT IN RELATION TO THE CHILD’S DEVELOPING BRAIN
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THE ROLE OF THE SENSORIAL CURRICULUM IN MATHEMATICS
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PSYCHO-SENSORY MOTOR DEVELOPMENT
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PSYCHO-SENSORY MOTOR TIMELINE
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STAGES OF COGNITIVE DEVELOPMENT AND PIAGET INFLUENCE ON THE MONTESSORI METHOD.
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MATHEMATICS ACROSS THE CURRICULUM
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MATERIALISED ABSTRACTION – MOVING FROM CONCRETE TO ABSTRACT THOUGHT
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MATHEMATICS AND EMERGING MATHEMATICAL UNDERSTANDING IN THE NIDO AND INFANT COMMUNITY
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NURTURING MATHEMATICAL DEVELOPMENT OF THE CHILD IN THE CHILDREN’S HOUSE
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EXAMPLES OF THE KEY DIDACTIC MATERIALS FOR MATHEMATICS
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MONTESSORI NATIONAL CURRICULUM: MATHEMATICS
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SUBCURRICULUM AREA: LANGUAGE OF MATHEMATICS
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SUBCURRICULUM AREA: MATHEMATICAL CONCEPTS: INDIRECT PREPARATION
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SUBCURRICULUM AREA: QUANTITIES AND SYMBOLS 1 TO 10
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SUBCURRICULUM AREA: DECIMAL SYSTEM
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SUBCURRICULUM AREA LANGUAGE OF NUMBERS LARGER THAN 10
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SUBCURRICULUM AREA COUNTING: CONTINUATION
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SUBCURRICULUM AREA: OPERATIONS
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SUBCURRICULUM AREA: EXPANDING THE DECIMAL SYSTEM: BEYOND 1000
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SUBCURRICULUM AREA: MEMORISATION
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SUBCURRICULUM AREA: GEOMETRY
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SUBCURRICULUM AREA: ALGEBRA
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SUBCURRICULUM AREA: TIME AND SEQUENCE
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SUBCURRICULUM AREA: FRACTIONS
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HOW DO WE CARRY OUT MATHEMATICAL EXERCISES?
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Section 1 – Quiz
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Section 2 – Research Assessment
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Section 3 – 3-6 years – Montessori Album Maths
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Section 4 – Project
MCESP025010 – Facilitate the Individual Child’s Cultural Development
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UNIT OVERVIEW
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RECOMMENDED READING
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THE IMPORTANCE OF CULTURAL EXERCISES IN THE EARLY YEARS
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COSMIC EDUCATION AND THE INTERCONNECTEDNESS OF THE CULTURAL CURRICULUM
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CONNECTEDNESS OF THE CULTURAL CURRICULUM IN THE CHILDREN’S HOUSE
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CHOOSING MEANINGFUL AND PURPOSEFUL RESOURCES AND MATERIALS FOR THE CULTURAL CURRICULUM
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EXAMPLES OF THE KEY DIDACTIC MATERIALS FOR CULTURAL, SCIENCE AND THE ARTS EXPERIENCES
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THE TOOLS OF OUR TIME AND CULTURE, AND THE USE OF TECHNOLOGY IN A MONTESSORI SETTING
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READING: DIGITAL TECHNOLOGIES FOR THE 3–6-YEAR-OLD CHILD
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CULTURAL AREA OF STUDY: BIOLOGY
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CULTURAL AREA OF STUDY: BOTANY – A SENSORY EXPERIENCE
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CULTURAL AREA OF STUDY: ZOOLOGY
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CULTURAL AREA OF STUDY: GEOGRAPHY
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CULTURAL AREA OF STUDY: HISTORY
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CULTURAL AREA OF STUDY: PHYSICAL SCIENCE
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CULTURAL AREA OF STUDY: MUSIC
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CULTURAL AREA OF STUDY: THE ARTS
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HOW DO WE CARRY OUT CULTURAL ARTS ACTIVITIES?
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Section 1 – Quiz
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Section 2 – Research Assessment
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Section 3 – 3-6 years – Montessori Album Cultural
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Section 4- Project
Montessori Holistic Curriculum Implementation
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Montessori Holistic Curriculum Implementation 0-3 years
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Montessori Holistic Curriculum Implementation 3-6 years
