Child Study Training – April 2021
Child Study is a Montessori-based approach to meeting the needs of all children, resolving difficulties early, and using a wide range of data to support student development. A commitment to serving children through Child Study has the power to change a school’s culture from deficit-based fault-finding to curiosity-based solution-finding. This 8-week online training prepares educators to implement the Child Study Protocol whether students are learning at home or in school.
Child Study Training includes readings, video lectures, written assignments, and five live sessions:
- April 13, 7:00–8:00pm ET
- April 27, 7:00–8:00pm ET
- May 11, 7:00–8:00pm ET
- May 25, 7:00–8:00pm ET
- June 1, 7:00–8:00pm ET
Paying by check: We accept payment via most credit cards. To request to pay by check, use this form. You will not be registered until your check has been received. Please do not make travel plans or other commitments. Once your check has been received, we will enter your registration for the event and confirm via email. For questions about payment, contact [email protected].
Photos and Video: NCMPS may take photos or record video during this event. By participating in this event, you consent to your likeness being used for promotional purposes without compensation, and you release NCMPS from any liability related to this use. If you do not want your likeness used in this way, you may inform the event staff, and NCMPS will make its best effort to prevent such use.
About the instructor:
María Carvajal has 20 years of experience in teaching, educational research, consulting, mentorship, and program management in El Salvador, Mexico, Spain, and the U.S. She is an AMI elementary guide with primary teaching experience, and holds a B.A. and M.A. in Humanities from the University of Navarra and a M.Ed. in Montessori Elementary Education from Loyola University Maryland. María’s professional interests include trauma-informed care, English learner education, and early intervention. For research, she is currently focused on targeted services for at-risk student populations, receptive and expressive language delays, and associations between social-emotional competence and literacy skills in children.