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  • Maria Montessori

  • Information

  • Certification

  • Code of Ethics

  • Our Faculty

Maria Montessori was, in many ways, ahead of her time. In 1870, she became one of the first female physicians in Italy to graduate from medical school. In her medical practice, her clinical observations led her to analyze how children learn, and she concluded that children build themselves from what they find in their environment.

Her desire to help children was so strong that in 1906 she gave up both her university chair and her medical practice to work with a group of young children of working parents in the San Lorenzo district of Rome. It was there that she founded the first Casa dei Bambini, or "Children's House." The Montessori approach to education was based upon her scientific observations of these children's ability to absorb knowledge from their surroundings, as well as their tireless interest in manipulating materials.

Every piece of equipment, every exercise, every practice Montessori developed was based on what she observed children do "naturally," by themselves, unassisted by adults. Children teach themselves. This simple but profound truth inspired Montessori's lifelong pursuit of educational reform, methodology, psychology, teaching, and teacher training—all based on her dedication to furthering the self-creating process of the child.

Montessori Philosophy

According to Maria Montessori, "A child's work is to create the person she/he will become." Children are born with intellectual powers, which aid them in their own development. However, they cannot complete the task of self-construction without purposeful movement, exploration, and discovery in a carefully prepared environment. This environment provides the freedom to develop physically, intellectually, emotionally, and spiritually. The "Freedom Within Limits" atmosphere also nurtures a sense of order and self-discipline.

General Information

Nondiscrimination Policy 

No person shall be subjected to discrimination in regard to admission because of age, disability, gender, marital status, national origin, political affiliation, race, religion, or sexual orientation in our admissions procedures, administered procedures, or hiring policies of staff and consultants.

Confidentiality of Student Records 

All student records are confidential and maintained in the office. They are released only with written permission of the student. Students have access to their own files.

Student Services

Situations may occasionally arise during which a student may require support services including academic advising, counseling, and healthcare. Please consult with the course director or an instructor for counseling; she will refer you to an agency should the need arise. For healthcare, please consult with the nurse at our teaching location or at your practicum site.

Professional resources, such as instructional aids, and books are available at the course site. You may also view the websites of Montessori organizations for information about Montessori research, Montessori initiatives, professional development opportunities, celebratory events, and international and regional teaching opportunities. International and local conferences and workshops take place throughout Asia and Europe. Information about these events can be obtained from websites. The Internet has become the most current source of information on the Montessori profession, including job opportunities.

Career Path

Successful completion of this program meets the requirements for a career with young children. These settings include public and private infant and nursery programs, child/day care centers, home day care, kindergartens, and other child development age-appropriate programs.

EMTTA cannot guarantee employment, salary, or advancement to any student or graduate.

College Credit for EMTTA Courses

College credit is not available directly. However, St Catherine's College, Chaminade University, and Xavier University will give credits [advanced standing] for EMTTA coursework for those accepted into their respective Master's Programs.

Certification Requirements

EMTTA students must complete the following requirements to be recommended for a credential:

1. Complete all administrative and financial responsibilities to the program.

2. Fulfill attendance requirements [90%] for modules, seminars, and during student teaching.

3. Demonstrate achievement of competencies for the credential age, as indicated by grades in practical and written exams, field consultant reports, and completion of Student Teacher Record Handbook [GREENBOOK], and Student Teacher Practice / Presentation Handbook [BLUEBOOK] [for early childhood level only].

4. Receive PASS grades in course components and in practicum, as indicated by evaluations by the director, instructors, supervising teachers, and field consultants.

5. Satisfactory completion of exams, written and/or practical.

6. Completion of all requested evaluations of course components, the program, and practicum experiences.

7. Demonstrate the ability to implement the Montessori approach with children of the credential age, as indicated by field consultant reports.

8. Demonstrate the ability to maintain and develop a Montessori environment, as indicated by field consultant reports.

9. Behave ethically and respectfully, and adhere to the Code of Ethics.

Policy for Completion of Course Requirements

Time limit: Students are expected to complete all course requirements––academic, practicum, and financial––within three (3) years following the official end of the academic phase, Modules, of the program for which the student was enrolled.

The practicum must begin within two years of the official end of the student’s enrollment in the academic phase. NOTE: We encourage students to consider a 2-year internship.

Late Completion Option for Academic Phase: If a student has not completed all assignments within three (3) years following the official end of the academic phase of the program for which the student was enrolled, the student will have to apply to retake the full course at the current tuition charge. In some cases, the student may be allowed to take specific Modules for an adjusted tuition charge.

Note: The official end of the academic phase is defined as the end of the month in which the last MODULE is completed.

Time Limit Example: If a student enters in July 2015, the official end of the academic phase is August 31, 2015. The student has three (3) years following the official end of the academic phase to submit all assignments, until August 2018. The practicum must begin no later than September 2017.

We pledge to conduct ourselves professionally in ways that will reflect our respect for each other and for the children we serve. We will do whatever is within our talents and capacity to protect the rights of each child to have the freedom and opportunity to develop his/her full potential.

The Etonkids Montessori Teacher Training Academy has adopted the Code of Ethics of the American Montessori Society [Adopted 1969, Expanded June 1975, Updated 2008 and 2010]:

PRINCIPLE I – Commitment to the Student

In fulfillment of the obligation to the children, the educator:

1. Shall encourage independent action in the pursuit of learning

2. Shall protect the opportunity to provide for participation in educational programs without regards to race, sex, color, creed or national origin

3. Shall protect the health and safety of students

4. Shall honor professional commitments, maintain obligations and contracts while never soliciting nor involving students or their parents in schemes for commercial gain.

5. Shall keep in confidence information that has been secured in the course of professional service, unless disclosure serves professional purposes or is required by law.

PRINCIPLE II – Commitment to the Public

The Montessori educator shares in the responsibility for the development of policy relating to the extension of educational opportunity for all and for interpreting educational programs and policies to the public.

In fulfilling these goals, the educator:

1. Shall support his professional society and not misrepresent its policies in public discussion.

2. Whenever speaking or writing about policies, the educator should take the precaution to distinguish his/her private views from the official position of any Society to which he belongs.

3. Shall not interfere with nor exploit the rights and responsibilities of colleagues within the teaching profession.

PRINCIPLE III – Commitment to the Profession

The Montessori educator makes effort to raise professional standards and conditions to attract persons worthy of trust to careers in Montessori education.

In fulfilling these goals, the educator:

1. Shall extend just and equitable treatment to all members of the Montessori education profession.

2. Shall represent his/her own professional qualification with clarity and true intent.

3. Shall apply for and accept, offer, recommend, and assign professional positions and responsibilities on the basis of professional preparation and legal qualifications.

4. Shall use honest and effective methods of administrating his duties, use of time and conducting business.

Dr. Paul Epstein

International speaker, Montessori Education Expert, Head of School of the Rochester Montessori School, Previous associate professor at Transylvania University and adjunct professor at Northwestern university.

Dr. Paul Epstein is an international speaker and works in Montessori education as an administrator, teacher, researcher, consultant, and author. He provides transformative learning experiences to educators and parents. He is grateful that his work offers tremendous opportunities to observe children and adults as they learn. These experiences provide him with both inspiration and data to share, engage and help teachers and parents. Paul's goal is to help them bring about transformative learning in their environments. His most recent publication is An Observer's Notebook: Learning from Children with the Observation C.O.R.E.

Gloria Gao

Etonkids Education Group, EMTTA Adult Educator and Field Consultant.

BA Major in English Felician University, NJ. USA

MA Major in Curriculum and Instruction, Far Eastern University Philippines

American Montessori Society early childhood credential, ages 2.5-6

Over ten years of teaching experience in China and abroad as a language teacher, Montessori teacher, and principal.

Jessica Wang

EMTTA Adult Educator and Field Consultant.Preschool education Major in Inner Mongolia University.

American Montessori Society early childhood credential, ages 2.5-6

Over 13 years of teaching experience as a Montessori teacher and academic supervisor and curriculum researcher\writer.

Karen Chanpeng

Public Speaker

Montessori Education Expert

School Principal

Montessori teacher for 18 years

Karen Chanpeng is a Montessori educator with 24 years of experience working with children, their families, and educators.

Since completing her schooling she has dedicated her life to using the Montessori method in the education and improvement of the lives of children. Starting in Africa, Karen has worked closely with families on 4 continents including Europe, America, and Asia. Over the last 9 years she has been working in China as a classroom teacher, school administrator, parent educator, and adult educator.

Ally Gor

Ally Gor, Etonkids Education Group EMTTA Faculty

Etonkids Education Group, EMTTA EC Faculty Trainer and Field Consultant.

English, Chinese Linguistics B.A.

Eighteen years in education including adult corporate English language training and Early Childhood Montessori teaching and teachers training.

3-6 EC AMS certified with many years of work in a Montessori 3-6 classroom, she currently works as an  EMTTA trainer. Her scope of responsibilities includes

field visits, EMTTA  training, consulting, writing Montessori education articles, research papers, and training materials. Her strong points are literature, art and language research, her many interests include music, photography, art and creative writing and book illustrating.

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