The HMEI Early Childhood Education Course provides comprehensive preparation for adults interested in working with children ages 2½ through 6 years in multi-age groupings, using the Montessori Method. The Early Childhood Education Course is designed as an undergraduate level course which prepares and transforms adult students into Montessori educators. This is a certificate course, approximately twelve months in duration, with discrete Periods of Study designed to run consecutively and without interruption. In addition to the Periods of Study, three Advanced Seminars are required for Certification. The HMEI Early Childhood Education Course consists of six components and is structured as follows:

Total Minimum Academic Clock Hours Required for HMEI Certification – 436 (AMS min = 300)
Total Minimum Practicum Clock Hours Required for HMEI Certification – 540 (AMS min = 540)

Period I-Online Orientation Period (Academic Clock Hours as needed for completion)

The Online Orientation Period is designed to provide students an opportunity to prepare themselves for the teacher education experience at HMEI. One of the objectives of Period I is to ensure that all adult learners arrive at HMEI having read and studied the same introductory material and having had the same important pre-requisite experiences. Period I establishes a baseline for the incoming class and it provides our adult learners a skeletal framework for understanding Montessori theory and philosophy, upon which they may build.

Standards of Completion for Period I

Standards of completion include the study of required readings; one 2-3 hour classroom observation; participation in any scheduled pre-Academic Period conferences, meetings, or journaling assignments.

Period II-Summer Academic Period (8 weeks) (312 Academic Clock Hours)

The Summer Academic Period is a rigorous, full-time, classroom intensive which involves an in-depth examination of essential core curriculum and supporting curriculum areas that will prepare our adult learners for teaching in a Montessori classroom and enable them to earn an AMS Early Childhood Course credential. This period of study includes lectures, demonstrations, discussions, workshops, and practice sessions. Adult learners will develop detailed manuals of lesson plans in each curriculum area, practice individual lesson presentations using appropriate learning materials, and will design and create Montessori materials for classroom use. This is a demanding and highly rewarding segment of the HMEI Early Childhood Course.

Course components include the following:

• Child Development and Psychology
• Art, Music and Movement Education
• Montessori Philosophy and Theory
• Physical and Life Science Education
• Art & Science of Observation
• Social Studies / Cultural Education
• Practical Life Education
• Classroom Leadership
• Sensorial Education
• Parent-Educator Partnership
• Mathematics Education
• Technology and Education
• Language Education
• Professional Development

Standards of Completion for Period II

Successful completion of Period II includes attendance at 90% of lectures and demonstrations; active participation in discussions and practice sessions; development of classroom materials as required; and completion of curriculum albums. Attendance and participation are required. Missed sessions may be made up with the approval of the Academic Director.

Period III-Student Teaching Practicum Period (9 months) (540 Practicum Clock Hours)

The Student Teaching Practicum provides adult learners a real-world experience under the direct supervision of a qualified Montessori educator at a qualified and accredited Montessori school. The Student Teaching Practicum is a key component of the adult learner's preparation to be a teacher. Although distinct from the Academic Content Period, it is infused with academics and their real-life application with classes and students. The Practicum Period serves as an opportunity for adult learners to develop and refine the craft of teaching. The Student Teaching Practicum Period may take one of two forms:

• Supervised Practicum
  The practicum candidate is typically employed by or paid a stipend by the practicum site and works in the capacity of Assistant to an experienced and certified Montessori teacher.

• Self-Directed Practicum
  The self-directed practicum is not recommended and must be approved in advance by HMEI. Self-directed practicum candidates are typically employed by or paid a stipend by the practicum site, where the candidate serves as Lead Teacher. Although a Montessori Educator is not physically present in the classroom every day, regular access to, and conference with, an experienced and certified Montessori teacher who is identified and designated as the Practicum Cooperating Teacher is required for HMEI approval. Special requirements are enforced in order for a self-directed practicum to be approved by HMEI, including at least one of the following:

  • Prior experience as an Assistant in a Montessori environment
  • Two or more years of previous teaching experience at the early childhood level
  • A qualified supervising teacher is not available
  • The written approval of the HMEI Academic Director

Field Consultant Visits

Three on-site evaluation visits by Field Consultants will be required for candidates engaged in a Supervised Practicum. Three or more on-site evaluation visits will be required for those involved in a Self-Directed Practicum.

School Observation Visits

All practicum candidates are required to participate in 20 hours of observation during the course of the Practicum.

Policy for Entering Practicum

Adult learners must begin the practicum within two years of completing Period II - Academic Phase. Adult learners may not begin the practicum before the beginning of Period II - Academic Phase. 

Standards of Completion for Period III

Practicum Phase Online Learning Sessions (40 Academic Clock Hours)

Practicum Phase In-Residence (84 Academic Clock Hours)

Adult learners will participate in three in-residences (Thursday through Sunday) – Fall, Winter, and Spring – during the Student Teaching Practicum Period. The in-residences are imbedded into the Practicum Phase as a strategy for providing adult learners with opportunity to focus on relevant topics and issues. This is designed to enhance the Student Teaching Practicum experience. In-Residences will include lectures, workshops, demonstrations, practice sessions, and performance assessments specifically intended to extend the learning and comprehension acquired during Period II.

Fall In-Residence (28 Clock Hours)
Winter In-Residence (28 Clock Hours)
Spring In-Residence (28 Clock Hours)

Standards of Completion for In-Residences
Successful completion of the In-Residences includes attendance and participation in Fall, Winter, and Spring sessions.

ACADEMIC COURSE CURRICULUM

Child Development and Psychology (34 Hours)

This course will examine, compare, and contrast major theories of human development, including those of Locke, Rousseau, Gesell, Werner, Piaget, Kohlberg, and Erikson. Adult learners will review theories of physical, cognitive, emotional, social, and language development as they pertain specifically to the early childhood years. Emphasis will be on developmentally appropriate applications in the context of an educational setting. Current research will be incorporated, and the readings, lectures, and class discussions will be supplemented and enhanced by observations in Montessori classroom settings.

Montessori Philosophy and Theory (45 Hours)

Fundamentals of Montessori philosophy and theory will be presented, beginning with its origins and historical context. Emphasis will be placed on distinguishing characteristics and central constructs, including, but not limited to, the absorbent mind, sensitive periods, and the prepared environment. Emphasis will be placed on Montessori’s principles and ideas particularly as they relate to equity and justice.   Although the focus of the class will be on the application of Montessori theory to academics and the educational environment of the young child, it will also include broader implications for human interaction, community building, equity and justice, anti-bias and anti-racism language, environmental responsibility, and global sustainability. The course will include readings, lectures, videos, and class discussions.

Art and Science of Observation (35 Hours)

Observation is the bedrock of successful Montessori practice. The Montessori method of observation will be presented and discussed with particular emphasis on Dr. Montessori’s ideas and its relevance and application to the educational setting. Methods of observation will be introduced, and the relative value and benefit of the varied approaches will be discussed. Adult learners will learn techniques and methods for observing and recording information and will visit Infant, Toddler, and Preschool classrooms to develop, hone, and practice the craft of observation. Technology will be incorporated, including digital photography and videography, as a means for enriching behavioral analysis, enhancing accuracy in recordkeeping, facilitating the continual process of teacher education, and for fostering meaningful relationships with parents.

Practical Life Education (48 Hours)

Practical Life education lays the foundation for all other aspects of the child’s classroom exploration. The philosophy and rationale underlying the Practical Life curriculum will be introduced and discussed, emphasizing the value of practical life experiences in the classroom, as a nexus to meaningful and purposeful life activity. Particular emphasis will also be placed on the importance of grace and courtesy as necessary foundations for all aspects of Montessori education. Skill development for the child includes: sequencing and development of order, control/conservation of movement, care of self, care of the environment, etc. Adult learners will also develop an appreciation for aesthetics through assembling beautiful materials. Consideration of culturally responsive and relevant practical life experiences will be discussed.  The course will include readings, lectures, class discussions, demonstrations, supervised hands-on practice sessions, individual presentations, designing and creating teacher-made activities for the classroom, quizzes, and final examinations.

Sensorial Education (48 Hours)

Children learn through their senses. Dr. Montessori developed her didactic materials with this premise securely in mind. The philosophy and rationale underlying the Sensorial curriculum will be introduced and discussed, with particular reference to how the Sensorial materials prepare children for later discoveries in language and mathematics. Montessori materials designed to facilitate comprehension of concepts and skills in this area of study will be presented. Skill development includes the refining of investigative and exploratory abilities, enhancing the capacity for interpreting sensory information, as well as the refinement of the ability to discern differences in sensory information. Consideration of diverse and culturally rich sensorial experiences such as natural sensory experiences and activities and realistic sensory experiences in the cultural environment will be discussed.  The course will include readings, lectures, class discussions, demonstrations, and hands-on practice sessions.

Mathematics Education (50 Hours)

Dr. Montessori observed children’s unique aptitude for mathematics and developed materials to aid the growth of the “mathematical mind.” The philosophy and rationale underlying the mathematics curriculum will be introduced and discussed with particular emphasis on the relationship with Sensorial materials and the concept of moving from concrete to abstract. Montessori materials designed to facilitate comprehension of concepts and skills associated with this area of study will be presented. Skill development includes, but is not limited to, an introduction to numeration, the decimal system, linear counting, basic arithmetic facts, and fractions.  Awareness of diverse mathematical perspectives, attention to bias in mathematical presentations, and diverse cultural contributions to mathematics will be discussed. The course will include readings, lectures, class discussions, demonstrations, and hands-on practice sessions.

Language Education (50 Hours)

Children begin communicating with others at birth and spend their early years absorbing language. The development of verbal and written communication skills is a key part of learning in a Montessori environment. The philosophy and rationale underlying the Language curriculum will be introduced and discussed. Skill development includes exposure to and understanding of key concepts such as reading, linguistics, phonetics, phoneme, orthography, and phonics. The adult learners will develop understanding of the concepts and sequence of the language materials and will learn the methods for presenting these materials to the child.  Consideration of culturally responsive language exploration such as oral language enrichment connected to diverse cultures and in particular storytelling will be discussed. The course will include readings, lectures, class discussions, demonstrations, and hands-on practice sessions.

Art, Music, Movement and Studio (40 Hours)

No early childhood program would be complete without art, music, and movement. Skill development in Art includes the exploration and examination of various art materials, art historical concepts, and art lessons for the Montessori classroom. Diverse and culturally responsive exposure to art and music will be discussed. Adult learners will also have Studio time throughout the summer academic sessions. They will make materials, create albums, experiment with art media, and work on other projects as needed. In the Music session, the adult learners will gain exposure to rhythm, percussion, and musical activities for the classroom, and they will develop an understanding of how music education bolsters Montessori education. Diverse and culturally responsive exposure to music will be discussed. Finally, in the Movement session, adult learners will gain knowledge of, and strategies for, implementing gross motor activities in the classroom, as movement is critical for a child’s developing body and mind. The courses will include readings, lectures, class discussions, demonstrations, and hands-on practice sessions.

Physical and Life Science Education (14 Hours)

Dr. Montessori believed children thrive in nature and are deeply respectful of, and fascinated by, the natural world and scientific processes. Children are naturally curious and the science materials in a Montessori classroom can facilitate comprehension of many concepts and skills and help to foster environmental awareness. Subjects to be covered include botany, zoology, earth elements, and physical science.  Philosophy and rationale that includes a global perspective will be discussed.  The course will include readings, lectures, class discussions, demonstrations, field trips, and hands-on practice sessions.

Social Studies and Culture Education (12 Hours)

Children want to know about their world and early childhood is a prime time to help them make connections between themselves, the earth, and people from around the world. Artifacts and materials specifically designed and acquired to facilitate comprehension of concepts associated with this area of study will be presented. Comprehension development includes the exploration and examination of land, air and water, maps, physical geography, cultural geography, flags, the universe, history, and the passage and measurement of time. The course will also examine items associated with the recognition or celebration of cultural holidays and events, the experience of traditional music, and participation in traditional food preparation, etc. Cultural geography with an emphasis on the diverse cultures and people on Earth will be discussed.  The course will include readings, lectures, class discussions, and demonstrations.

Classroom Leadership (16 Hours)

The focus of this course will be on establishing standards and criteria for the set-up, operation, and maintenance of a culturally responsive classroom environment. Adult learners will learn about maintaining an environment that is responsive to the changing needs of the students; strategies for orienting, guiding, and coaching support staff; creative methods for ensuring effective parent communication; recordkeeping strategies; lesson strategies; planning and scheduling; evaluation of children; culturally relevant techniques for discipline; communication; effective problem solving; etc. The course will include lectures, panel discussions, and class discussions.

Family Partnership (12 Hours)

This course will address the subject of parent-school partnership as it relates to a child’s general experience of school, as well as the child’s ability to thrive emotionally, excel academically, and succeed socially. Means and methods of information delivery will be discussed, in addition to considerations and techniques in negotiating challenging topics during the course of parent-teacher communications. Awareness of diversity, equity and inclusion within the family and school community will be prioritized.  The course will include lectures, class discussions, role-playing, and in-depth examinations of parent-teacher conferences.

Technology and Education (6 Hours)

This course addresses the many and varied potential uses of current technology in relation to the educational setting. Presentations will address the application and use of technology in the classroom, in supporting parent communication, and in the development and creation of learning materials. The course will include lectures, presentations, slideshows, demonstrations, and practice sessions utilizing equipment available in the HMEI Art Studio and Lecture Hall.

Professional Development and Year Long Project (26 Hours)

Professional Development provides an opportunity for adult learners to dive deeper into the Early Childhood Year-long project during their practicum and to participate in additional special interest sessions during the summer academic session and practicum phase of the course.  The special interest project involves independent research and development by the adult learner.  Special interest sessions offer an opportunity to explore both practical and theoretical aspects of the professional development and the personal transformation of the Montessori guide.