Version 1: This course provides students with a basic foundation in five cultural subjects: music, science, geography, history, and art. In the Montessori classroom, cultural subjects are not divided because they overlap in so many different ways. In reviewing basic ideas and in experiencing the concepts in a form that is age-appropriate for preschool children in day care and Head Start settings, students develop a foundation of skills upon which they can expand to broaden children's understanding of the world that surrounds them. The music component is a fundamental introduction to the elements of music, to basic ideas and activities of listening, movement, call and response, echo rhythms, and ways of developing young children's voices. In the science component, children begin with basic concepts of physical and geological science with magnification, prisms, magnets, volcanoes, rocks, etc. Botany and zoology, plants and animals, follow. Students construct an exploration journal that highlights observation skills. The geography component begins with the understanding of spatial relationships and expands to include globes, maps, people, cultures, and the world, both local and global. In the history component, the emphasis is on the development of an understanding of time. Only then can children begin to develop a concept of the history of the earth and its people. The art component fills an important role in children's ability to visualize and conceptualize their ideas about the world. The emphasis is on encouraging classroom teachers to teach techniques and not outcomes. Students create five albums, one in each area of study, that illustrate the correct use of materials in developmentally appropriate activities. Version 2: Same as Version 1. Major topics include Montessori Science Overview and Lessons including Zoology, Botany, and Chemistry; Montessori Geography overview and lessons including culture, globe, maps, continents, flags, and community; Montessori history overview and lessons including timelines, family tree, and famous people; Montessori Art and Music overview and lessons including forms, techniques, and famous artists.

Major topics include Montessori Math philosophy and methodology, numbers to ten overview and Montessori lessons, decimal system overview and Montessori lessons, the four operations overview and Montessori lessons, teens, tens and hundreds overview and Montessori lessons, memorization overview and Montessori lessons, and practical application of Montessori math lessons in the classroom.

Major topics include Sensorial Philosophy and Methodology, The Three Period Lesson; Visual Learning Overview and Montessori Lessons; Tactile Overview and Montessori Lessons, Auditory Overview and Montessori Lessons, Olfactory Overview and Montessori Lessons, Practical Application of Sensorial Montessori Lessons in the Classroom. 

Major topics include: starting the year; arrangement of the classroom; discipline/positive guidance techniques; health and safety procedures; program planning; record keeping; team building; and maintenance.

In the intern year, students attend eight workshops (six hours each) that focus on Family and Community. Also included is twelve hours of work with children with challenging behaviors. Upon completion of this course, students will be able to identify the primary components of the Family and Community Partnership that federally funded early childhood programs are expected and mandated to maintain.  Each workshop explores and defines one or several elements of this partnership from parent orientation through transition of children into public school. Students identify the various instruments used, complete the documentation, critique the application in their own program, evaluate and reflect upon the strengths and weaknesses, and propose ways in which their own program could be improved.

This course prepares students to teach preschool Math and Language using the Montessori method and materials.  Students are introduced to math manipulatives and though practice and familiarity with the materials, students become increasingly aware of the value of math manipulatives in developing the age appropriate math foundation in young children.  Emphasis is placed upon the sequence and order of materials and the importance of how different areas of math skills are integrated to build concepts. Language games introduce many of the concepts of grammar in a simple and age appropriate manner. Students experience work in five different areas of language: writing, language patterning, phonetic analysis, and literature/drama/poetry and grammar and demonstrate proficiency by presenting materials in math and language to the group and in creating classroom materials. Along with a written essay in each subject area, students create a drawing for each work that illustrates the manner in which it is presented. Emphasis is placed on student participation. 

This course prepares students to brainstorm and choose relevant ideas illustrating concepts in developing a theme. Students analyze topics and design and gather a sequence of materials from across the discipline areas which they can expand into a learning module; research and create materials which are age-appropriate for preschool children; create a journal which traces the steps taken in creating the project; field test the materials, create a report which introduces and displays the thematic materials that have been created, and present their findings to the class. NOTE: Students who do not possess an undergraduate degree, enroll in the 425 section and complete assignments as described above. For those who already possess an undergraduate degree and who wish to benefit from the graduate credit recommendation, the course requirements, include those listed above, as well as additional activities. These students enroll in 525 and develop a learning module, prepare and present the module to age appropriate children, and prepare and conduct a workshop for other teachers using the learning module. The workshop materials include the focus and agenda, expected outcomes, handouts, and any other materials that encourage other teachers to integrate the learning module into their classroom. Students must be prepared to discuss the sequencing of materials, their purpose, and adaptation of material for children of different ages and/or disabilities. The workshop includes a participant evaluation. Following the workshop, students write a short paper reflecting upon the experience. Direct observation by supervisor and/or video taping is also required.