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CATHOLIC CHARITIES NEIGHBORHOOD SERVICES, INC.
(formerly Builders for the Family and Youth, Inc.)

Optional Courses

• Organization Directory Page
  (titles of all evaluated learning experiences, organization description, and source of official student records)

• Titles of all evaluated learning experiences in the Optional Courses section

• Descriptions and credit recommendations

Titles, descriptions, and credit recommendations for all learning experiences recommended for college credit within the Optional Courses section can be found below. To locate information on additional learning experiences, which have also been recommended for college credit, use the Organization Directory Page link above for a complete list of titles for all learning experiences or use the following links to go directly to other sections: 

Teacher Training Program
Retired Credit Recommendations - Teacher Training Program

Titles of all evaluated learning experiences in the Optional Courses section

Maria Montessori: Topics and Readings Related to Her Life and Work
Thematic Approach to Curriculum Development in Early Childhood
Thematic Approach to Curriculum Development in Early Childhood (425 or 525)
Theories of Childhood: Dewey, Montessori, Piaget, Erikson, and Vygotsky (380)

Descriptions and credit recommendations

Maria Montessori: Topics and Readings Related to Her Life and Work (380)
Location: Various child care facilities associated with the Caritas Training Center.
Length: 45 hours (20 weeks); includes 2.5 hours per week of supervised structured independent study. In addition, supervisors meet twice monthly with participants to assess and guide progress and assimilation.
Dates: January 2001 - August 2005.
Objectives: Discuss Montessori’s approach to life and human development; discuss how current research validates Montessori’s basic philosophy that education is not what the teacher gives, but is a natural process spontaneously carried out by the human individual and acquired not by listening to the words, but by experiences upon the environment; plan, design, write up, and demonstrate educational experiences for each child that incorporate Montessori’s philosophy, as well as current research, and provide movement activities that fit into the developmental sequence.
Instruction: This course explores topics and readings of Maria Montessori’s original works emphasizing her philosophy and methodology related especially to the importance of movement in education. Course participants compare recent studies of the developing brain in infants and toddlers showing the correlation to what Dr. Montessori observed and described and upon which the learning approach is based. Course participants submit a final essay, quoting from and citing Montessori’s original works, and comparing and contrasting her philosophy with other developmental approaches. A bibliography that includes appropriate readings from class and the course participant’s own research is attached and shows evidence of integration into the final essay.
Credit recommendation: In the lower division baccalaureate/associate degree category, 3 semester hours in Montessori Education (11/00).

Thematic Approach to Curriculum Development in Early Childhood
Location: Various child care facilities associated with the Caritas Training Center.
Length: Version 1: 45 hours (20 weeks); includes 2.5 hours per week of supervised structured independent study. In addition, supervisors meet twice monthly with participants to assess and guide progress and assimilation.
Dates: January 2001 - August 2005.
Objectives:Explore various topics of interest to children and choose a specific theme for curriculum development that relates to each of the discipline areas; develop and gather curriculum materials for activities and learning experiences integrated around the specific theme; apply the thematic approach in cross-disciplinary classroom teaching; tie separate discipline areas into an integrated approach to learning. Version 2: Brainstorm ideas about curriculum development; list relevant ideas and develop a theme; research and create materials which are age appropriate for preschool children; field test materials with preschool children and describe their reactions and conversation regarding the materials; summarize the steps taken in the creation of the project and present a project which introduces, presents, and displays the thematic materials that have been developed.
Instruction: This course explores a specific theme, such as seasons, holidays, animate life, etc. by having course participants work in small groups to develop and/or gather relevant curriculum materials from across the discipline areas to support the selected theme. Each group then presents their final projects to the class. Course participants work in small groups to develop and/or gather thematic materials to support activities and learning experiences across the discipline areas and then present their findings to the class. Participants are graded on the appropriateness and comprehensive-ness of the curriculum materials and their relevance to each discipline area.
Credit recommendation: In the lower division baccalaureate/associate degree category, 3 semester hours in Montessori Education (11/00).

Thematic Approach to Curriculum Development in Early Childhood (425 or 525)
Location: Various child care facilities associated with the Caritas Training Center.
Length:  45 hours (15weeks).
Dates: September 2005 - Present.
Objectives: Brainstorm ideas about curriculum development; list relevant ideas and develop a theme; research and create materials which are age appropriate for preschool children; field test materials with preschool children and describe their reactions and conversation regarding the materials; summarize the steps taken in the creation of the project and present a project which introduces, presents, and displays the thematic materials that have been developed.
Instruction: 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.  Students research and create materials which are age-appropriate for preschool children.  Students create a journal which traces the steps taken in creating the project.  Students 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 will encourage other teachers to integrate the learning module into their classroom. The student 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.
Credit recommendation: Course 425: In the upper division baccalaureate degree category, 3 semester hours in Montessori Education (8/06) Course 525: In the graduate degree category, 3 semester hours in Montessori Education (8/06).

Theories of Childhood: Dewey, Montessori, Piaget, Erikson, and Vygotsky (380)
Location: Various child care facilities associated with the Caritas Training Center.
Length: 45 hours (15 weeks).
Dates: September 2005 - Present.
Objectives: Choose relevant ideas from the five theorists and apply them in the preschool Montessori classroom; identify classroom presentations which illustrate ideas such as scaffolding and zone of proximal development; recognize which children are still in Piaget’s preoperational stage and adjust presentations accordingly; dialogue with children in exploring causality and create presentations of materials which further knowledge; observe the learning processes of social interaction involved in play; record learning outcomes in social, emotional, physical and cognitive areas using theories of development found in the ideas of the five theorists; plan changes in the learning environment which best serve developing needs.
Instruction: This course explores the ideas of five theorists who are associated with Early Childhood practices through readings, discussions, and comparison of ideas. Students examine cognitive and social development and the role of play in a child's development. Students explore the ideas of Montessori along with those of the other prominent Early Childhood Theorists examining cognitive and social development and the role of play in a child’s development. Students compare the theorists approaches to life and human development by considering the value of learning through experiences upon the environment and the effect of social community upon the emotional growth of the child. Students observe children in a classroom setting and discuss the children's learning processes and social interaction. Students field test the approaches of theorists, such as Piaget's conservation and correspondence of quantity and conservation of length and ideas about causality with four and five year olds. Students also compare recent studies of the developing brain in infants and toddlers with ideas expressed by the theorists.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 3 semester hours in Montessori Education (8/06).

Updated 8/14/07

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