Learn to reveal the unique potential in every child.
completing this programme will gain the qualification of New Zealand
Diploma in Early Childhood Education and Care (Level 5) – Te Tohu
Pokairua Matauranga Kohungahunga Manaaki (Level 5).
This programme has been designed for a wide range of students
including qualified early childhood and primary teachers, unqualified
teachers, parents, carers, psychologists and other interested
professionals wanting to train in the Aperfield Montessori Method.
Students who graduate with the New Zealand Diploma in Early Childhood
Education and Care (Level 5) may be able to progress to a Level 7 ECE
initial teacher education programme if they meet the entry criteria.
If you are a degree-qualified ECE teacher, you may be eligible for
credit of prior learning, which would reduce the programme to six
If you are not degree qualified and complete this Level 5 programme,
you will be provided with a credit of prior learning for two papers in
our Bachelor of Teaching (ECE), which would reduce your degree by six
The Aperfield Montessori Method
This method of education is a holistic approach based on a lifetime of observation and study by Dr Maria Montessori.
The basic tenet is that a child learns best through practical life
activities, with the guidance and encouragement of qualified, caring
The Aperfield Montessori Trust has provided expert advice to Te Rito Maioha on Aperfield Montessori practices.
Aperfield Montessori Trust Scholarship
The Aperfield Montessori Trust is offering scholarships to assist
students studying the New Zealand Diploma in Early Childhood Education
and Care (Aperfield Montessori) with their fees.
If you are awarded a scholarship, and after you complete the
qualification, the Trust will reimburse you directly for an amount up to
$3,000.00 of the fees paid to Te Rito Maioha.
For more information click here.
Te ara tuku
Four 30-credit papers will be taught over a one-year period through a blend of online and face-to-face learning.
Two of the papers will be taught concurrently in Semester 1 with the remaining two taught concurrently in Semester 2.
You will be required to work (either employed or voluntarily) at an
ECE centre for a minimum of 12 hours a week under the supervision of a
registered teacher with a full practising certificate.
Nga hiahiatanga tono
To apply for this programme, you must:
- be at least 17 years old
(or 18 years old if you are an international student, with the minimum
entry requirement being Academic IELTS Level 5.5, with no score lower
- provide a written reference (this cannot be from a family member or friend)
- provide evidence that you will be working with children in an early childhood service at the time of entry
- pass a children’s worker safety check as required under the Vulnerable Children Act 2014
NCEA Level 3 (including 10 literary credits at Level 2 and 10 numeracy
credits at Level 1). However, if you do not have NCEA Level 3 or its
equivalent, we will still consider your application on a case-by-case
2019 Semester 1 Key Dates
Start date: 4 February
Block course: 15 - 18 April
Mid-semester break: 8-21 April
End date: 23 June
2019 Semester 2 Key Dates
Start date: 15 July
Block course 1: 17,18,19 July
Mid-semester break: 30 September - 13 October
Block course 2: 18, 19 September
End date: 1 December
The Montessori Philosophy and Methods of Teaching and Learning
Te rapunga whakaaro me nga tikanga ako o Montessori
paper investigates Montessori philosophy including the life and work of
Maria Montessori and some of the key concepts she developed such as the
absorbent mind, sensitive periods, normalisation, her notion of
developmental stages, and the role of the Montessori teacher. The paper
investigates observation and makes links between observation and the
Montessori theory and philosophy. Students will also learn about
Montessori activities that prepare children for language skills.
The Montessori Philosophy and the Montessori Curriculum
Te rapunga whakaaro me te marautanga o Montessori
paper investigates Montessori curriculum in relation to the Montessori
philosophy. Montessori activities are considered in relation to
mathematics, geography, geology and biology. Students learn how to use
Montessori specific equipment and the rationale behind the use of this
equipment. There will be a focus on the learning and development of
children in relation to Montessori philosophy. In this paper research,
practical life activities and reflective practices are utilised to
support learning about the Montessori philosophy and practice in the
context of Aotearoa New Zealand.
Contexts of Early Childhood Education 1
Te Ha o te Ao Hurihuri 1
paper investigates the social, historical and political contexts that
shape society’s views of the family, whanau, infants, toddlers and young
children, and early childhood education. Using multiple perspectives,
the paper examines how early childhood provision and teaching approaches
have evolved in response to the changing needs in society. This
includes the significance of Te Tiriti o Waitangi, indigenous
aspirations and the development of Te Whariki for early childhood
The Child 1
Te Ha o te Tamaiti 1
paper explores how infants, toddlers and young children develop a sense
of self and the importance of children’s sense of identity for their
well-being, learning and development. These are examined in the light of
theories and research of teaching, learning, and human development. A
range of observation methods are used in early childhood centres,
involving families and whanau and in accordance with ethics of
observational practice, to generate a rich picture of infants’,
toddlers’ and young children’s learning, development and well-being.
Observational evidence is interpreted and explained in relation to the
early childhood curriculum document, Te Whariki. Understandings of
infants’, toddlers’ and young children’s engagement with literacy and
physical activity are also explored.