The University of Vic in collaboration with the Montessori Institute of San Diego (MISD), coordinates the Official European Master in Montessori Pedagogy, recognized and validated by the Montessori Internationale Association (AMI).
The Maria Montessori method constitutes a pedagogical proposal widely recognized worldwide. It is inspired by integral humanism, which postulates the formation of human beings as unique people and fully trained to act with freedom, intelligence and dignity.
The main objective of the Montessori Master in Pedagogy is to offer comprehensive training, which provides an adequate scientific, philosophical and methodological basis to practice as a trained trainer in the Montessori method in stages 0-3 and 3-6 years.
Orientation: The master has a professional orientation.
Teaching language: Spanish. A sufficient English language proficiency is necessary for the bibliography query. It is also necessary a mastery of the language of communication used mostly in the Montessori classroom where students carry out their practices.
Start: June 2021
From 9:00 a.m. to 1:00 p.m. and from 2:00 p.m. to 6:00 p.m.
From June 2021 to May 2023.
From June to July 2021: 1st section (0-3 years) face-to-face sessions in Vic.
From May to July 2022: 2nd section (3-6 years) face-to-face sessions in Vic.
May and June 2023: final exams and defense of the TFM.
Total price of the master: € 9,928.00 (fees included)
It is the only European Official Master in Montessori Pedagogy recognized and validated by the Montessori International Association (AMI) worldwide.
In addition to the official master's degree, at the end of the studies students will obtain the trainer's degree in stages 0-3 and 3-6 years granted by the Association Montessori Internationale (AMI).
This is a Master's degree through which you can obtain the AMI degree to teach in Montessori classrooms from 0-3 years and 3-6 years. Most courses of this type enable only one of these two stages.
With the title of the Association Montessori Internationale (AMI) you can apply for different jobs at international level: consult the job offers on the website of the AMI.
The face-to-face teaching period is carried out intensively in the summer months (June, July), allowing a better reconciliation between continuing education and professional life.
This is a master's degree that has specialist teachers from different countries. In addition, students can choose to do the master's practices in international centers.
Those students who wish to do so will be able to carry out their internships at the Cultural Complex and Esportiu Montessori Palau, a model center in Montessori training, and one of the collaborating entities of the master.
General admission requirements
You can access a university master's degree if you own:
an official Spanish university degree (regardless of level and duration.)
a degree issued by a higher education institution of another state that is a member of the European Higher Education Area, which in the issuing country authorizes access to master's degrees.
a foreign university degree from outside the European Higher Education Area, without needing its homologation, with a level of education equivalent to a state official university degree and which in the country of origin enables access to postgraduate studies.
Apart from the general access requirements, each master has specific admission requirements and selection criteria.
Specific admission requirements
Be a Master's degree in any of the existing specialties (Infant Education, Primary Education, Foreign Language, Physical Education, Special Education, Hearing and Language or Music).
Be a graduate in the Primary Education Teacher or Primary Education Teacher.
Be titled in Pedagogy.
These are the most suitable degrees to enter the master. Graduates of other education may be admitted provided that the admission commission assesses that the contents and competences previously acquired, by training or by professional experience in the field of a minimum of 3 years, are appropriate.
A sufficient command of the English language is recommended for bibliographic consultation. It is also necessary to have a mastery of the communication language used mostly in the Montessori classroom where students carry out their internships.
The University of Vic reserves the right not to teach the Master if a minimum number of students is not enrolled.
Have a previous degree related to the specialty of the Master.
Academic record of previous studies.
Professional and research experience related to the field of the master.
Knowledge of a third language, preferably English, equivalent to level B2 of the CEFR.
Mobility during previous studies.
Statement of objectives, stating the personal motivation of the candidate and the objectives that have led him to apply for a place in the master.
The suitability of previous studies, academic records and professional experience will have a joint value of not less than 70%.
Anatomy, Physiology and Neuropsychiatry
Montessori curriculum from 0 to 3 years
Social Development (Parent Education and Family Development)
Early School Education
Observation and Practices 0-3 Years
Observation and Practices 3-6 Years
Psychopedagogical Principles of Montessori Education
Montessori curriculum from 3 to 6 years
Contemporary Paradigms in Early Childhood Education and its Application in the Classroom
Emerging Perspectives in Developmental Psychology and Childhood Learning
Apply the knowledge acquired and its ability to solve problems in new or unfamiliar environments.
Integrate knowledge and make judgments based on incomplete or limited information that includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments.
Communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way
Communicate orally and in writing with correction in accordance with the scientific and professional specialization provided by the master.
Apply inductive, deductive and analog methods to reason.
Search and analyze information and documentation.
Collect data and analyze it.
Manage time to achieve maximum efficiency.
Think critically about your thoughts, decisions and actions.
Know the curricular content objectives and evaluation criteria for early childhood education. Recognize early childhood as a stage of basic development with its own educational value.
Carry out pedagogical-didactic proposals that integrate the main theoretical-practical contributions developed in early childhood education.
Design and regulate learning spaces in contexts of diversity that meet the unique educational needs of students to gender equality, equity and respect for human rights.
Identify the most significant indicators and elements of the set of innovative experiences in the field of early childhood education.
Know the concepts and theories and critical elements and current debate of the ecological, sociocultural, systemic and constructivist models of development and learning.
Describe the relevance of cognitive, emotional, psychobiological and behavioral factors and processes of early childhood in the educational process, attending to the different perspectives in psychology.
Analyze the impact on psychological factors and processes of children of the continuous changes in current family and social contexts where individual behaviors develop, group processes.
Identify individual and group differences, difficulties and needs in terms of the psychological factors and processes that explain them.
Analyze in depth the scientific methodology and promote scientific thinking and experimentation.
Learn about Montessori pedagogy through the reading and analysis of Montessori literature and the comparison with the thoughts and practices of modern educational theory and checking the concordance with the Montessori findings.
Analyze the different conceptions about the adult role in the education of young children, as well as the relationship between the adult and the child.
Investigate how teacher planning and progress recording of children are carried out by surveying and / or interviewing some Montessori guides, draw their conclusions and prepare a proposal for class planning and record of their own progress.
Value and deepen personal preparation based on the Montessori method as an important key in education.
Understand the characteristics and educational principles of Montessori related to the cognitive, attitudinal and physical development of the child in relation to their environment from birth to 3 years of age
Explain and analyze the environment prepared in the home according to Montessori principles and distinguish the changes that must be generated in the home environment as the child grows over the first three years.
Observe in a scientific way children from 0 to 3 years old and develop strategies to promote the development of the child from birth to 3 years of age.
Analyze the different conceptions about the adult role in the education of young children, as well as the relationship between the adult and the child.
Develop a positive, responsible attitude and continuous reflection on the best way to collaborate with the integral development of children from 0 to 3 based on the principles of Montessori pedagogy.
Understand and become familiar with the concepts of obstetrics, anatomy and physiology of the human body and discover the importance of care that should be taken during pregnancy and the importance of prenatal life and symbiotic life.
Being able to justify the decision-making process around the design and implementation of research projects.
Compare and evaluate the different methods of newborn nutrition, proper hygiene procedures, both prenatal and post natal and explain what are the most common diseases in young children and how to avoid them
Analyze the psychological importance of the first years of life for the development of a unique personality and for the knowledge of developmental crises and their implications and the identification of situations of child abuse and how to detect them.
Show a receptive attitude to the particular development needs of each child and respond in the best possible way to these needs.
Identify the pedagogical foundations that underpin Montessori education at an early age, that is, concluding the child's symbiotic period at two months and continuing up to 2 1/2 - 3 years of age
Explain the meaning of a Montessori children's community and apply Montessori pedagogy in the daily life of the Community by showing how it effectively and efficiently helps the child's psychomotor development
Value and trust the internal potential of the child and the scientific preparation of the environment as a means for the child to adapt and develop successfully.
Know and appreciate the importance of offering the child a scientifically prepared environment where they can express themselves freely and interact with their peers in a healthy and joyful way.
Recognize the stages of social development, from birth to six years and the changes in the environment that favor development.
Identify and explain how Montessori educational theory is a 'life aid' through the social stages of development and the obstacles that prevent freedom and independence in the children's environment.
Evaluate the Montessori worldview as well as the vision of the child as a being with great potential, capable of building himself.
Understand and assume cultural peculiarities such as the child's family history and cultural background, both in their activity within the class and in relation to the parents.
Value the importance of work as a means of human development.
Understand the psychological and biological characteristics of human development, especially from three to six years of age.
Know in depth the Montessori educational principles related to the cognitive, attitudinal and physical development of the child in relation to his environment.
Compare and evaluate the Montessori pedagogical principles with the thoughts and practices of modern educational theory and new educational research and in particular, with neurosciences.
Analyze the different conceptions about the role of adults in the education of young children (0-3 years), as well as the relationship between the adult and the child
Identify and explain the theoretical principles, characteristics, purposes and appropriate age of presentation of each exercise in each area of the Montessori Curriculum (practical, sensory, language and mathematical life).
Value the importance of renewing, deepening and updating knowledge and procedures in the different areas presented by the Montessori curriculum.
Observe, collect, systematize and analyze data on the cognitive, attitudinal and physical development of the child in relation to their environment from birth to 3 years of age.
Observe, collect, systematize and analyze how are the different methods of nutrition of the newborn up to 3 years and the proper hygiene procedures.
Observe, collect, systematize and analyze how teacher planning and the progress record of children are carried out by surveying and / or interviewing some Montessori guides, draw conclusions and prepare a proposal for class planning and record of own progress (0-3years ).
Observe, collect, systematize and analyze how the environment prepared in the home according to Montessori principles should be and distinguish the changes that must be generated in the home environment as the child grows over the first three years.
Observe, collect, systematize and analyze data on the cognitive, attitudinal and physical development of the child in relation to their environment from 3 to 6 years of age.
Observe, collect, systematize and analyze the application of the theoretical principles, the characteristics, the purposes of the exercises of each area of the Montessori Curriculum (practical, sensory, language and mathematical life).
Observe, collect, systematize and analyze how teacher planning is carried out and the record of progress of children surveying and / or interviewing some Montessori guides, draw conclusions and prepare a proposal for class planning and record of own progress.
Observe, collect, systematize and analyze the role of adults in the education of young children as well as the relationship between adults and children in a Montessori classroom.
Observe, collect, systematize and analyze how the environment prepared in the home should be according to Montessori principles and distinguish the changes that must be generated in the classroom environment as the child grows from 3 to 6 years.
Synthesize own research and innovation techniques for the investigation of a central element of Montessori pedagogy.
Use techniques of research and innovation for the investigation of a central element of Montessori Pedagogy.
Analyze the learning process for the incorporation of the concepts and principles of Montessori pedagogy, its application in the classroom and the research process to deepen their knowledge.
The graduates in this master's degree can work in children's education centers, both in the 0-3 year cycle (nursery) and in the 3-6 year cycle (nursery) in management, management and guidance of a student Montessori classroom.
Thanks to the didactic resources that they will have at the end of this master's degree, they will also be able to carry out consultancy, design and implementation of educational programs based on Montessori pedagogy aimed at children from 0 to 6 years old.