Holistic Development of the Elementary Child through the Integrity of Subject Areas


November 26-29, December 10-13, 2020, January 9-10, 2021


435 euro or 850 BGN


This program presents a methodology for integrating learning areas in the fields of language literacy and literature, mathematics and geometry, geography, biology and history, music and art.

The approach allows building a vision from the scientific methodology to support child development, developed by Dr. Maria Montessori, to the interdisciplinary approach to the development of abstract, logical and critical thinking, along with the development of strong academic knowledge.

Participants in the program will develop their competencies – building a deep knowledge of the psychology of the child aged 6-12 years, the process of transition from concrete to abstract thinking, understanding the components of critical thinking, education of curiosity as a basis for lifelong learning. Participants will master methodologies and approaches for integrating the learning content – topics and areas, giving logical connections between them and referring to the topics between them. Skills to integrate learning areas in the field of language literacy and literature, mathematics and geometry, geography, biology and history, music and art.


Participants who have passed the program receive a Certificate of Completion.

Number of qualification credits: 3

Montessori Community Bulgaria has a certified quality management system in accordance with international standards ISO 9001: 2015 and training is in the register of the Ministry of Education and Science and provides credits to teachers.

Goals of the program

  • to provide and lift up knowledge and practical skills on how to integrate subject areas and make logical connections to support the development of knowledge, understanding, abstract, logical and critical thinking of young students.
  • to give a structured methodology that allows the integration of learning areas, which allows the construction of a comprehensive big picture, instead of fragmented knowledge.
  • to develop competencies for working with students in an integrated curriculum.
  • to give in-depth/thorough knowledge of the psychological characteristics of the child aged 6-12 years, which are a starting point for the pedagogical approach in everyday work in the classroom.
  • to present different points of view and deepen the understanding of the child by awakening the elementary child in the participants.
  • to develop the skills of the participants to apply the new knowledge in a real learning environment.
  • to give a practical field for practicing and improving the tactics of each participant to incorporate the subject areas into an integrated curriculum.

Content of the course

Psychology of the elementary child

We will look at the key milestones in development that need to take place for the school to be fun for the first grader. In the component ‘Psychology of the elementary child’ we develop an in-depth understanding of the needs of the elementary child, comparing the needs and sensitivities of the child’s personality at the age of 6-12 years and from birth to 6 years of age in terms of physical and mental development. Special emphasis is placed on the continuous development and growth of the child as a builder of the human personality through the use of human tendencies and psychological characteristics specific to this age group.

Integrity of subject areas

The subjects studied in school are provided as interconnected knowledge, as is the interconnected nature, society and human achievements. In this program they are presented in an integrated curriculum. While the lessons are for each subject area, it is presented how the lessons would be presented in an integrated approach in the child’s life. In this way, the interdependencies between the areas are clearly visible and this helps to prepare for the intertwining of all subject areas together when working with children in the future.

Language literacy

This area begins with an overview of the development of language in the child and its importance for the development of intelligence. The development of vocabulary, further extensions in reading and language exercises appropriate to the “sensitivity” of the child in this age group, lead to reading comprehension. Further content includes the history of spoken and written language, word research, spelling and punctuation, grammar fields and related classification, along with analysis of simple and complex sentences. Creative writing goes from short stories to composition, the structure of paragraphs and composition, the evaluation and development of style, along with the history and study of literature.

Mathematical skills

Introduction to mathematics includes the development of the mathematical mind, indirect training leading to abstraction in mathematics and the purpose and use of mathematical material. The following elements and how they contribute to each other are considered: History of numbers, hierarchy of numbers, linear counting, long multiplication and division, laws of operations, multiples, divisors, divisibility, group division, fractions (including related operations ), powers of numbers, square and cube root, integers, units of measure, ratio and proportion, word math problems.


The development of the mathematical mind includes geometry. Arithmetic, geometry and algebra are intertwined in mathematics in a way that provides more meaning and understanding than if one takes the branches of mathematics separately. Specific contributions from geometry include the notions of equal, similar and equivalent; study with the triangle as a constructor, the circle as a measurer, the square as an area; study of polygons together with a circle / angles / lines in all their details; area and deriving formulas; volume.


This component provides a starting point for presenting geography topics, exploring through the use of stories, experiments, diagrams, and children’s activities. The study of geography has two main sections: natural geography and human geography. Natural geography includes: the creation of the earth, the composition of the earth, the laws that the elements follow, the movements of the earth and the consequences, along with the work of air and water. Human geography includes how people met their needs while living in different areas of the Earth, the interdependence of people in society, and economic geography.


This component provides a starting point for presenting biology topics, exploring through the use of stories, experiments, diagrams and children’s activities. The study of biology includes two main areas: botany and zoology. Botany begins with the history of plants and then proceeds to consider the needs of plants, the function of leaves, roots, stems, flowers, fruits and seeds, as well as their varieties and their classification. Zoology includes material on animal history, study of bodily functions, and classification. Botany and zoology are united in the study of ecology.


History is part of the knowledge of life. This component presents a methodology that, through stories, timelines and charts, helps to present both natural history and human history. Pre-history includes geology and changes in the Earth over time, along with the revival of the Earth. Human history involves coming of human beings, the basic needs of people, hunting and gathering food, the development of agriculture, the growth of urban lifestyles, the development of civilizations, migrations, the growth of culture up to this day. Children go from timing a clock to a linear representation of time, which allows them to understand the length of time it has taken for all of the above to happen.

Music and Art 

This component presents how music and creativity can be intertwined in other educational areas. Lessons covered by music – singing, listening, music theory and ear training, movement and rhythm, playing instruments, history and literature. Music can be designed to be an integral part of children’s daily learning environment, so it is an integral part of the integrated curriculum.

Supervised practice

The program includes 48 hours of supervised practice in an authentic Montessori student classroom. Practical work with didactic materials is carried out under the supervision of trained teachers with AMI  diploma. The purpose of this component is to provide an opportunity to work under the guidance of a qualified and experienced pedagogue, to apply the acquired theoretical knowledge about the growth and development of children in practical situations.


The program includes 16 hours of observation and practice in the classroom. Participants observe in classes conducted by a primary school teacher who has undergone AMI  training. Participants write reports of their observations, which are reviewed and discussed with the instructors.

Materials making

Under supervision, the participants are engaged in the production of materials. This component is included in the supervised practice and consists of timelines, diagrams and other materials for use in the classroom. All such materials are checked by the instructors.

Reports and notes

Each participant compiles a portfolio for each area of ​​the program. This portfolio includes notes, written tasks, produced materials.


64 hours of theoretical training, 48 hours of supervised practice and 16 hours of observation and practice in the classroom. Observations are made in classrooms led by AMI 6-12 guides. Specific instructions for observations will be given during the course.

Obligatory readings

Selected parts of the books The Secret of Childhood, The Absorbent Mind, The Child in the Family, From Childhood to Adolescence, will be read and discussed during the course.

Are you interested?

If you want to sign up for this training program or have other questions, please do not hesitate to contact us!

Contact us

E-mail: office@imontessori.bg

Telephone: +359 878 832 823

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