M.S. in Education with a concentration in Early Childhood Montessori Education
The College of New Rochelle, in conjunction with the Center for Montessori Education New York (CME|NY), offers a 33-credit M.S. in Education with a concentration in Early Childhood Montessori Education leading to an AMS Montessori Credential and initial or professional NY State Certification in Early Childhood (birth-second grade). Enrollment is available to CME|NY Early Childhood Montessori applicants for Summer 2016 as well as graduates of CME|NY (CMTE/NY) Early Childhood courses from 2010 onward.
- Program length is one year and one summer. The next cohort runs from June 2016 through August 2017
- Courses are delivered through on-site courses in the summers, and hybrid courses (combination of online/on-site including real-time distance learning) during the academic year. Practica will take place during the school year at the students' own schools.
Certifications and Credentials Earned Upon Completion
- Master of Science in Education with a concentration in Early Childhood Montessori Education
- AMS Early Childhood Montessori Teaching Credential
- Initial or Professional New York State Certification in Early Childhood (birth-second grade)
The Montessori Difference
Montessori education is unique because it offers personalized learning programs focused on a child's development. All children choose their work from a carefully prepared classroom that challenges them to explore, solve problems together, and trust in their own abilities. Recognizing that children have different learning styles and develop at different rates, children are placed in multi-age classrooms, where children at various levels can excel.
For more information on Montessori education, visit the Center for Montessori Education website at www.cmteny.com.
MEC501 – Human Developmental Processes: Part A and Part B: 3 credits
Part A - Montessori Philosophy and Child Development The Montessori Philosophy/Theory class introduces the candidate to the Montessori method in theory and in current practice centering on both theoretical and practical aspects concerning the developing child. Aspects of cognitive, physical, emotional, social, and spiritual growth are examined both from a historical and contemporary view of human development, focusing on how it impacts the development of early childhood curriculum. Montessori philosophy/theory also includes the events and people involved in the evolution of the method. The Montessori philosophy is integrated into the various Early Childhood curriculum areas i.e., math, practical life, language, and sensorial.
Part B – Preparing the Environment: Classroom Management, Practical Life, and Sensorial This segment of the course presents to student through the use of lectures, experiential activities, demonstrations, discussions and supervised materials practice sessions how to prepare the early childhood environment to support the developmental stages of a young child as well as examining the philosophy and the rationale for practical life and sensorial exercises through the lens of healthy child development. A child's independence, concentration, coordination and sense of order begin with the body. We will examine how a child's body, the muscular movement, the ordering of thought and movement, and a careful and gradual extension out of the body into care of the immediate world around the child leads to the development of an inner locus of control and self regulation, as well as how this impacts classroom management.
MEC502 Early Childhood Literacy, Reading Readiness, and ELA Methods: 3 credits
This course presents to candidates an understanding of Montessori theory as it relates to language development with sequential presentations of appropriate language materials to assist the young child in the development of speaking, listening, writing, and reading abilities in the Montessori environment. A holistic approach combined with the traditional Montessori phonic approach is used to teach the writing and reading process. An appreciation for the development of the creative nature of these areas is studied.
MEC503 Early Childhood Mathematics and Geometry Methods: 3 credits
This course presents to candidates, through lecture, demonstrations, discussions, and practice sessions, an understanding of the Montessori Math pedagogy as it applies to the young child. It explores the intellectual development of mathematical thinking, and the understanding of mathematical concepts, processes, and proficiencies. It teaches candidates how to guide children through a content sequence beginning with concrete Montessori math materials and move to operations represented symbolically. The sequence and purpose of each piece of material aids the young child in (1) developing an understanding of whole numbers using concrete materials, including concepts of correspondence, counting, cardinality, and comparison; developing understanding of concepts of all operations (addition, subtraction, multiplication and division) and strategies for addition and subtraction; developing understanding of whole number relationships and place value in base 10, including groupings in ones, tens, hundreds and thousands; developing understanding of linear measurement and measuring lengths as iterating length units; and (2) describing shapes in their environment; identifying names and describing two and three-dimensional shapes; using basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes; and reasoning about attributes of, and composing and decomposing geometric shapes. In addition, the course develops an appreciation for the creative nature of this area of study. All content is aligned with Common Core State Standards and Montessori methods represent lessons taught in a developmentally appropriate manner.
MEC504 Early Childhood Cultural Studies: Science and Social Studies Methods: 3 credits
This course surveys origins of the physical world and its inhabitants throughout history from the perspective of the basic needs of humans and how they have satisfied those needs over time and in different cultures. The candidate will be introduced to a series of big ideas that arise from the natural curiosity of children and how they relate to the world around them. A variety of instructional and observational techniques along with different formats for assessments and record keeping will be presented providing the candidate with skills for differentiating instruction and documenting student progress. This course also assists prospective Montessori teachers in developing the creative potential of the child through age appropriate Music/Movement and Visual Arts experiences. The cultural studies curriculum blends social studies and science disciplines in a developmentally appropriate manner that promotes early awareness of the world, its people, cultures and the natural world that is shared by all living things.
MEC505– Practicum: 3 credits
Practicum part 1 This course provides the candidate with experience of teaching children in a Montessori early childhood environment. Candidate will plan lessons, teach lessons, and eventually run the class managing whole group gatherings and transitions thus increasing understanding of the developmental needs of children and the positive qualities of early childhood teaching as it relates to classroom management and building community.
MEC506– Practicum: 3 credits
Practicum part 2 This segment of the course is a continuation of Practicum 1. The candidate will continue to experience the teaching of young children in a Montessori early childhood environment preparing and teaching lessons, strengthening the curriculum in art, music, drama, and physical education, assessing and documenting progress, preparing the environment, meeting with parents (under supervision), and engaging in the school community. The candidate will document his/her own progress in these areas, and use reflective and self-evaluative skills to continue to grow as a professional..
EDU512 Foundations of Education: 3 credits
This course will provide a basic orientation to the historical, philosophical, political, economic, psychological, and sociological foundations of education. Discussion will include issues around the teaching profession, historic perspectives of the origins of educational philosophies and their practice, leading to current issues such as multiculturalism, standards, reform, unions, families, teacher preparation and the implications of these issues in the twenty-first century. Field work required.
ECE511 Curriculum Development in Early Childhood: 3 credits
Basic principles and issues related to curriculum and instruction with an emphasis on the early childhood grades will be studied. Candidates will be actively engaged in curriculum processes and the creation of developmentally appropriate curriculum that is aligned to the New York State Learning Standards and that reflects multiculturalism, diversity, and multilingualism in children and families. Candidates will identify appropriate ways to adapt, enhance and modify curriculum and teaching strategies to accommodate the needs of children with various learning styles and children identified as at-risk, disabled and/or gifted. This course will address the relationship between educational philosophy, curriculum content, and practical methods and child development. Field experience required.
SED565 Models, Policies and Practices in Special Education: 3 credits
Graduate students will be provided an overview of federal and state statues and policies and processes, including New York State Learning Standards that apply to early childhood special education. Typical and atypical development and resulting learner characteristics in young children with disabilities will be covered. Best practice models will be presented in consideration of educating culturally diverse groups of young children. Models of professional and ethical practices will be covered. Family systems, parent/family advocacy, and the influence of cultural perspectives on education of young children with disabilities will be covered in this course. Ten hours of Fieldwork are required.
LIT501 Introduction to Literacy: 3 credits
This course provides basic knowledge of theories of literacy development and individual differences. Candidates will demonstrate proficiency in providing instruction integrating a variety of word recognition skills as part of guided reading lessons. They will also be introduced to related instructional strategies in comprehension and in writing that are used in a beginning literacy curriculum. This course will include field experiences.
EDU750 Action Research: 3 credits
Action research in schools focuses on the teacher as researcher. Candidates will examine the basic tools, materials, designs, and techniques appropriate for action research. The ability to see problems, ask questions, and develop an inquiry-based approach to answer these questions will be emphasized. An additional focus will be on using action research and published research to promote improved classroom teaching and learning. Candidates will design mini action research project that could be implemented in their classrooms. Field experience required.