Infant and Toddler Teacher Education Course

Infant and Toddler Education Course
MITE-ACAD
Academic Phase
Course Description

During the Academic Phase (MECE-ACAD) of 184 classroom hours, the student will complete the following course work:

MITE-OV 6.1.5.0.   Prerequisite Overview Course:
Adult learners who do not hold a Montessori Credential complete a 24-hour overview of the Montessori philosophy for children 2 1/2 through 6 years to include the rationale and basic methodology for the materials in the curriculum areas of Practical Life, Sensorial, Language, and Mathematics. (The overview course hours do not count as part of the total academic contact hours required for the course.)

MITE-CD 6.1.5.1. Child Development: Prenatal to Three Years:
Prenatal development and childbirth are examined, considering the social, emotional/psychological, cognitive, physiological, and spiritual development of the young child. This course includes Maria Montessori’s ideas as well as those of major contemporary theorists.

MITE-PHIL 6.1.5.2.  Montessori Philosophy and Pedagogy:  
Overview of Montessori's principals and ideas (to include study of the absorbent mind, sensitive periods, tendencies and the mathematical mind, spiritual and moral development of the child, cosmic education, and peace education) and her view of the child and his/her place in society with an emphasis on Montessori's concept of the children from birth to 3. Scientific analysis of how to nurture and assist the unfolding of the human personality including care of physical and psychological needs, daily routines as curriculum, strategies for assistance, interactional techniques with children, developmental assessment and record keeping, and positive communication with emphasis on personal development of the adult based on Montessori's view of the child.

MITE-ED 6.1.5.3.   Environmental Design: 
This course examines the many critical factors that impact the infant and toddler environment: aesthetics, ages and age groupings, numbers and ratios of children, safety considerations, and various legislative issues. Plus meeting the needs of the sensitive periods for Language, Movement, Development of the Senses, Independence, and Order, etc., will be explored through use of appropriate activities, space, and materials. 

MITE-PLA 6.1.5.4.  Program Leadership:
Program Leadership includes preparation of the environment, scheduling for the staff as well as the schedule for the child's day; evaluation of children, techniques for discipline, communication, and problem solving; human needs and requirements (children, families and staff) specific to a full day or extended day program; and multi culture and diversity in all forms. Also included is an introduction to administrative issues concerning finance, budgeting, personnel matters, regulations, standards, and community resources for learning. Special interest is given to the personal development of the adult caregiver.

MITE-CFC 6.1.5.5.  Child, Family, and Community:
Adult learners must develop a close parent/child relationship based upon mutual cooperation and support. Topics covered include the psychology of parenthood and effective methods of communicating child-rearing practices to the home; dialogue skills necessary for effective parent-teacher conferencing, parent involvement and education; locating professional resources in the community; and an understanding of the critical role health and nutrition play in growth and development.

MITE-OB  6.1.5.6.  Observation and Research Methods in Montessori Education:
Various techniques of observation will be addressed. The remaining part of class will consist of MMI staff supervised observations of a balance of infant and toddler settings. A minimum of four documented observations of children from birth to age three is required during the Practicum Phase.  Observations can take place in various community settings, Montessori programs, clinical settings, or in home environments. At least one observation must be at the infant level, and at least one must be at the toddler level. The course director may assign the other two observations. NOTE: Lab: 12 hours take place during the Practicum Phase.

Completed During the Practicum Phase

MITE-PGD  6.1.5.7.  Professional Growth and Development:
The following topics will be analyzed: professionalism, introspection & reflective practice, innovation and flexibility, the continued spiritual growth of the adult learner, and the role of ethical behavior.

Infant and Toddler Education Course
MITE-PRAC
Practicum Phase 
Course Description

During the Practicum Phase adult learners will complete: a 540 hour minimum internship, an Independent Study Project requiring at least 24 hours, a minimum of 16 hours in Practicum Seminars and 16 hours of course work exams for a total of 596 hours. An additional 24 hours is required for those who must complete the Overview Course.

MITE-PRAC 6.1.5.8 Student Teaching:  The function of the Practicum Phase is to provide for the adult learner a supervised teaching-learning experience and a period of observation, internalization, and further study, to bring together the theory and practice of Montessori education. Adult learners may choose an Infant Concentration at a site where they work with infants and children up to eighteen months of age or they may choose the Toddler Concentration in a setting where the children range in age from eighteen months to three years of age. The Model 3 Practicum, Infant and Toddler (birth to 3 years) is designed for the adult learner whose primary interest is in the development of infants and toddlers. The adult learner will follow the development of children in the class, establish relationships with the children and their families, make and present materials, participate in planning activities, recordkeeping, observation, class management, and promote parent involvement and education. The minimum Infant and Toddler practicum is defined as lasting a full academic year, with the adult learner working at the practicum site, under the direction of an approved Supervising Teacher, for three hours a day, five days a week for nine consecutive months (or other equivalent time as approved by AMS and MMI).  

No part of the Practicum Phase may precede the beginning of the Academic Phase of the course. The setting should contain children ranging in age from birth to eighteen months or eighteen months to three years of age and should be in a well-equipped setting with a variety of age appropriate Montessori didactic equipment. The adult learner may not be asked to assume the full responsibility of the classroom without the presence of the Supervising Teacher or other qualified staff person. Adult learners qualifying for a Self-Directed Practicum require a minimum of three on-site consultation visits by a field consultant plus documented additional support. 
Total:  400 hours minimum

MITE-PRAC 6.1.5.9 Practicum Seminars:  Students are required to participate in Practicum Seminars and additional course work as listed in the MMI calendar throughout the Practicum Phase. If required, the remaining 24 hours of the Overview course will be required during the Practicum Phase.
Total: 16 hours minimum (40 hours with Overview course)

MECE-PRAC 6.1.5.10 Independent Study:  The adult learner will undertake an Independent Study that is ongoing during the Practicum Phase of the Infant and Toddler teacher education course. The Independent Study includes observation and research, analysis of field data, and preparation and presentation of the completed research paper. The formal research presentation to colleagues and MMI faculty concludes the Observation & Research Methods in Montessori Education Course begun during the Academic Phase.
Total:  24 hours minimum

MACTE Competencies 
Infant & Toddler (Birth to Three)

The Candidate for Certification Understands:

I.  Knowledge

1a. Montessori Philosophy
1b. Human Growth and Development
1c. Subject matter for the Infant & Toddler Level: Sensory and Motor Experiences, Language Experiences, Positive Social Experiences, Self Care, Cosmic Education, Peace Education, Practical Life, The Arts, and Fine & Gross Motor Skills.
1d. Community Resources for Learning

II. Pedagogy ~ Understands:

2a. Correct Use of Montessori Materials
2b. Scope and Sequence of Curriculum
2c. The Prepared Environment
2d. Parent / Teacher / Family / Community Partnership
2e. The Purpose and Methods of Observation
2f. Planning for Instruction
2g. Assessment & Documentation
2h. Reflective Practice
2i. Support and Intervention for Learning Differences
2j. Culturally Responsive Methods

III. Teaching with Grace and Courtesy ~ the Candidate Demonstrates and Implements with Children:

3a. Classroom Leadership
3b. Authentic Assessment
3c. The Montessori Philosophy and Methods (Materials)
3d. Parent / Teacher / Family Partnership
3e. Professional Responsibilities
3f. Innovation and Flexibility