Brain research supports Montessori education

From Parenting Works (www.parenting-works.com)

Brain Research Supports Montessori Method
Tuesday, September 29, 2009
By Eileen Lian

“Spotlight the good and the good will grow”

According to Phyllis Wallbank, this was one of Maria Montessori’s most profound ideas. Children need positive remarks and attention and if parents are too busy to provide these in sufficient quantities, they will resort to behaving badly in order to get the attention that they need.

Founder of the first Montessori school in England in 1948, Mrs Wallbank says that brain research has shown that it is the frontal lobes that are active when a person is happy, thinking or speaking positively—the left side—and also when the person is depressed—the right side.

The frontal lobes are also that part of the brain that is active from the time we are born to the time we turn six. During this first stage of development as defined by Montessori, there are more brain cells there, than at any other time in our lives.

These cells absorb the child’s surroundings like a sponge, ensuring that he becomes part of his larger nationality and culture. They also mould him into the man that he will become, in accordance to the messages of love and attention, or neglect, that he receives as a result of his personal circumstances.

Children learn what they live. And later on in life, live what they have learnt.

Mrs Wallbank was speaking in Kuala Lumpur two years ago as part of her Montessori Centenary Lecture World Tour. She was already in her nineties at the time but decided to go on the tour to pass along her first-hand knowledge about the Montessori method of education in light of recent brain research.

The Montessori method is based on Maria Montessori’s observation that there are four very distinct stages of development that we all go through:

• Stage 1: from fertilisation to six years
• Stage 2: from seven to 12 years
• Stage 3: from 12 to 18
• Stage 4: from 18 to 24

Movement plays a critical role in brain development during the first stage—the absorbent mind stage. Intelligence is developed through movement and children need to have freedom of movement at this age.

Sitting down to lessons just won’t do; rather, young children should be allowed to move around freely, on their own volition, and explore the objects and the world around them. Montessori suggests providing them with a variety of sensorial materials.

When children are between seven and 12 years of age, many of the brain cells in their frontal lobes die off as the early absorbent way of learning diminishes. Suddenly a larger world than their immediate environment opens up.

This is the age when children consciously want to learn and to have their questions answered. They thrive on the opportunity for occasional talks with people who are experts in their fields.

Repetition is very important at this age and the materials used should incorporate the childrens’ own interests. At Mrs Wallbank’s Gatehouse Learning Centre, subjects were not separated but were linked so that they became part of the whole.

Stage 2 is also the action age for children, in terms of gaining physical skills and playing team games. They enjoy making up secret languages, laughing at jokes and telling riddles.

Adolescents from 12 to 18—Montessori’s Stage 3—struggle to cope with the intense emotional, behavioural and physical changes that are going on in their lives. This is a time when they feel especially vulnerable.

Latest brain research shows that the circuits that coordinate our behaviours are being remodelled during the teen years in preparation for adulthood. This is a period of great adjustment, with many of the cells that were active during the earlier years now dead, which explains why these previously polite and delightful children no longer seem to be so.

Montessori believes that children this age should do practical tasks for money and have plenty of opportunities for self-expression in occupations. They should study literature, have choral singing and play instruments, among other things.

This is the time that adolescents have to ask questions and discover for themselves what they really believe and who they really are. The main stages of development during this period are divided into two halves: 12, 13 and 14; 15, 16 and 17.

In these later years of the child, language is no longer learnt by absorbing but rather by conscious work in parts of the brain other than the frontal lobes.

Cool Talk by Will Wright...

...creator of Sims, about how Montessori education inspired him and how his games are Montessori-like.

Toddler Temper Tantrums

I get asked this question all of the time, what do I do about toddler temper tantrums? One thing to be sure of, these tantrum usually pass with age. I say usually because they will not go away if they are rewarded. The first thing about a temper tantrum is to understand the root cause, it is generally not caused by the obvious trigger. Children are generally not throwing a temper tantrum because they are truly sad or angry they are not getting their way. Usually he or she is tired, hungry, overstimulated, bored, or any other host of reasons that cause this behavior. However, and this is important, just because the underlying reason is primarily not the child's fault, you still can never give in. If you are at home the best solution is to, in a gentle voice, tell your child "I understand that you are unhappy, but I will talk to you about this when you have calmed down." And then walk away and ignore the tantrum. Of course make sure the area is clear of hazards if your child is a flailing sort of tantrummer. When he or she calms down, return and say "Thank you for calming down, now we can talk." And discuss your reasons. Even a very young child can be reasoned with, or at the very least understand a gentle voice. Sometimes explaining a reason causes the tantrum to begin again, in which case you repeat the process. Then, as soon as you can, try to relieve the root cause of the problem, a nap or bed, a snack or meal, some quiet time or rocking, an activity to occupy, etc.

You should try to avoid making going to bed, even if the child is tired, seem like a punishment for a tantrum. This is sometimes difficult, especially when you know that is what is really needed. In this case, try to follow the tantrum with a linking activity to sleep like rocking or reading a bedtime story. If sleep is made to seem like a punishment for a behavior, regular naps and bedtimes may become difficult.

For public temper tantrum, which are of course much more embarrassing for the parents, try to remove the child from the situation as quickly as you can. Going back to the car, a restroom, a quiet area away from people all work. Then, follow the same protocol as when home. Decide if they should return to the activity, or if he or she really just needs to go home. Even if something wonderful is to be missed, sometimes this is the best option.

The main keys to are to avoid giving the tantrum attention and to at all costs not ever give the child what they are throwing the tantrum for. The biggest mistake I see parents make is to give the child what they want after calming down. So, in the child's mind "I throw a tantrum, I calm down, I get what I want." It is actually a very logical progression on their part. Once the child sees that the tantrums do not work and have the verbage and ability to control their emotions, the tantrums will end. Light at the end of the toddler tunnel.

A Battle over Dressing

This blog entry was inspired by a high school friend whose facebook status update was asking for advice for her son (I think he is around two years old) who refuses to get dressed in the morning. Was it OK to allow him to choose to wear his pajamas out?

Many said yes, just let him go out in PJs, choose your battles. I respond to this with a resounding "NO!" While I agree that as parents we should choose our battles, this one is not a choice. One of the many jobs of a parent is to teach societal norms. Can we go out in our PJs? Certainly, most days I would love to, but no, we cannot. Nor should your child, past the infancy stage.

Another responded with a sticker chart. Reward his "good" behavior of getting dressed. But any reward or punishment system denies the child to do the most important thing, the very work of the child. And that is to learn. Rewards/punishments serve only to produce a desired outcome for an adult, not to teach the child about anything. Instead, the purpose of getting dressed in the morning should be for no other reason than to master this very important skill, gain self-confidence that he can perform these skills, and being proud of his appearance when he does get dressed. A child has a great amount of dignity, and they do like looking very nice and taking pride in their appearance.

So, how to stop the battles? As a Montessori teacher, I would try to find out the root cause of the battle. Is he lacking in self-confidence that he cannot do certain tasks involved with getting dressed? Most children at the age want to do things for themselves, and do not want help from an adult. However, they can quickly become frustrated when tasks do not come easily to them. If this is the case, make sure the clothes are easy for him to put on. Lots of elastic waistbands, no buttons and zippers, etc. Lay the shirt out on a bed face down so he can "dive" into it. To help him prepare for more difficult clothing, have things that he can practice with at other times of the day. In our classrooms we have dressing frames, but bears, dolls, etc are easily found at toystores that allow practice with buttons, snaps, zippers, etc.

Or, do you dress him and he is ready to move on from that and be more independent? By all means, at this age he certainly has the capabilities to do this himself. You may need to allow for more dressing time in the morning. Adjust your morning prep time accordingly.

Are the battles because he doesn't feel he has control over the situation? The control might stem from a few different places. What is going on when he is asked to get dressed? If he is playing with his favorite toy, he probably does not want to stop and get dressed. Try either waiting for a break in his activity or giving him warning about when he will need to stop playing and get ready. Adults do not like to be interrupted when we are busy with something, and neither do children.

Is the control centered around the clothing choice? In this instance you can either let him choose his own: "Which pants are you choosing today?" This is the choosing battles time. It is OK that the outfit does not match, his pants are on backwards, etc. Just be joyous that he did this himself.

Sometimes, the whole choice of a closet is too overwhelming, or maybe it is a special occasion when unmatched clothes are not appropriate. In these cases you can limit the choices for him: "Would you like to wear these pants or these pants?" He will still be happy that he got to have a choice in the matter.

Another reason for not wanting to put on his clothes could be that they are uncomfortable. Do they have tags or something that are itchy? Are they too big or small? If this is the problem try to help him remedy the situation by making the clothes more comfortable. Some children have certain things they are very sensitive about, such as socks aligned just right. Help them learn to get the clothes the way they like, and where possible help them learn that it is also all right when things are not just perfect.

In the end though it may come down to: "You can choose to get dressed, or I can dress you." If the response is negative (or a refusal to respond, which is also a negative response): "OK, I am going to put your clothes on." Period.

Montessori and Ayn Rand

A vote for Montessori by philosophist Ayn Rand: http://sn.im/izi7t

Montessori and Objectivism

Note: this is not my post, but one I found very good, so I wanted to pass it along.

A Tribute To Maria Montessori

“The only purpose of education is to teach a student how to live his life by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past and he has to be equipped to acquire further knowledge by his own efforts.”

Ayn Rand, “The Comprachicos”

The state of education in New Zealand is a shambles. Parents who are concerned about the future well-being of their children are searching desperately for educational alternatives. The increased demand for private schooling and the dramatic rise in the number of home-schooled children provide an accurate measure of the growing degree of parental dissatisfaction with the current situation.

But unless responsible and well-meaning parents are armed with the philosophical knowledge to be able to choose a rational educational method for their children i.e., a type of educational method that will fully prepare their children for successful adult life then it is quite likely that the results will be just as disappointing for them as for those parents who have left their children’s education in the hands of the state.

There is no guarantee whatsoever that private or home-schooling per se will produce satisfactory results. It is one thing to opt out of a state system that not only stunts, but positively perverts a child’s intellectual and moral growth (see Editorial, Turning Minds to Mush, TFR #9); it is quite another to choose a rational alternative. This is why philosophical knowledge, because of its specially close ties to education, goes a long way in helping parents make the right choice.

The objective of this article, therefore, is to provide not only the knowledge, but also an introduction to a particular educational method that produces exceptional results.

The important thing for parents to be aware of is that all educational methods rest upon underlying philosophies. A type of education system that derives its methods and goals from a philosophy that is steeped in irrationality and collectivism will produce a certain type of individual (and society); conversely, a type of education system that derives its methods and goals from a philosophy that advocates and upholds reason and individualism will produce a completely different type of individual (and society).

It follows that in order to choose a rational education for your child, it is first necessary to identify an education method’s philosophical underpinnings if you want him to have every opportunity of fulfilling his potential as a human being.

To begin with and this cannot be stressed enough you must know that, ultimately, in order to allow your child to fully develop the potential power of his mind, you first have to know what potential power needs developing. It is only once this power has been correctly identified, and its function properly understood, that it will be possible to go about aiding its development. The power in question, the power that man uses to grasp the world around him, the power that is at the central core of his very nature, is reason.

Unlike the other animals, man is a conceptual being. It is his rational faculty, his ability to reason, that sets him apart. To possess the power of reason is to possess the ability to conceptualise; it is to possess the ability to build, hierarchically, beginning with the perceptual evidence, progressively higher-level concepts that presuppose earlier concepts. Reason is man’s sole means of cognition, his only means of knowledge. It is this power which has enabled man not only to survive, but also to progress. It is man’s capacity to reason that has taken him out of the caves and put him on the moon.

To grasp this point fully, imagine for a moment what it would be like if you lost your ability to reason i.e., to think. How would you take care of yourself? How would you perform a simple task such as tying your shoes? How would you structure your day? The answer to all these questions is that without the power of reason you wouldn’t be able to. You would be in exactly the same position as a new-born baby helpless, totally dependent on others to look after you.

It is the purpose of education, therefore, to ensure that the helpless, dependent new-born baby makes the successful transition to becoming an independent, mature adult, fully confident of being able to master the world in which he lives. The only way to do that is to provide him with an educational method whose explicit goal is to assist him in such an achievement by developing his power of reason.

The good news for parents is that there IS such a rational educational method. It is known as the Montessori Method, named after Maria Montessori, the Italian Doctor of Medicine who developed her methods while working with mentally retarded children at the turn of this century. Her results with those children were so spectacular that they caused her to wonder what was holding so-called normal children back to the levels she was attaining with her retarded children.

In 1907, she founded the first Casa dei Bambini (Children’s House) where she applied her methods to children of normal intelligence. Her successes led to the opening of other Montessori schools, and although many intellectuals were (and still are) vehemently opposed to her approach and even more so to the underlying philosophy of her approach (as they are to anything that provides a foundation for, or aspires to, individual excellence and achievement) her radical methods were widely acclaimed by the general public.

The reason the Montessori Method is so successful is that it is based on the true nature of Man. Dr Montessori did not have a preconceived theory of education into which she attempted to fit the child (unlike other educationalists such as John Dewey); she did not project a type of individual she wanted to create. Instead, she followed the “inner dictates of the child” to guide her in aiding the child’s natural development to his full potential.

She was fully aware that Man’s nature is that of conceptual being, and that the nature of the young child is such that he actively strives to perfect his conceptual faculty as it evolves. Her method works because it advocates and upholds the advancement of a child’s reasoning power as its foundational and philosophical cornerstone.

Specifically, it is Ayn Rand’s philosophy of Objectivism, which upholds reason as Man’s only means of knowledge, that can provide the theoretical foundation for the Montessori Method. Rand herself paid tribute many times to Maria Montessori’s genius in the field of education.

Both Maria Montessori and Ayn Rand saw man as, to quote Aristotle’s definition, the “rational animal.” In his book Maria Montessori: Her Life and Work, E. M. Standing eloquently encapsulates Maria Montessori’s view of reason: “In the first place it is the intellect or reason which sets us free from the never ending prison of the present moment in which animals live, dominated entirely from moment to moment by their instincts.”

In an almost identical reference to reason in her major work on education, “The Comprachicos,” Ayn Rand states: “Deprived of the ability to reason, man becomes a docile, pliant, impotent chunk of clay, to be shaped into any subhuman form and used for any purpose by anyone who wants to bother.”

Both Maria Montessori and Ayn Rand clearly recognised the central role of reason in Man’s life. Whereas the genius of Ayn Rand was to construct a fully integrated philosophy with reason as one of its central tenets, the genius of Dr Montessori lay in the fact that she devised a systematic, integrated educational method which all but guarantees the child’s proper conceptual growth.

Although Dr Montessori’s personal philosophy was a mix of Western religion and Eastern mysticism, her methods automatise in the child thinking methodology entirely consistent with Ayn Rand’s theory of concept-formation. Those who are interested in the more technical aspects of concept-formation are strongly urged to read Ayn Rand’s ground-breaking work, Introduction to Objectivist Epistemology. This book has major implications for education, as it provides the key to understanding how a rational mind functions, and therefore how a forming mind should be guided as it goes through the various developmental stages.

Through scientific observations of children (conducted in an environment where the children were free to act spontaneously), Maria Montessori gained first-hand knowledge of the developing stages of the conceptual faculty; specifically, she observed how the children acquired conceptual knowledge.

She recognised their intense interest in the qualities of things; she recognised their capacity to isolate qualities or ideas and their ability to form abstractions of such things. She was well aware “of this tendency of the child?s mind to draw off from material objects their intangible essences, thus building up a store of abstract ideas. These ideas reflect the ESSENTIAL nature of the confused flux of merely sensorial impressions that ‘big, booming, buzzing confusion’ of which Professor (William) James spoke” (E. M. Standing, Maria Montessori: Her Life and Work).

It needs to be pointed out that “the first five or six years of a child’s life are crucial to a child’s cognitive development. They determine, not the content of his mind but its method of functioning…” (Ayn Rand, “The Comprachicos”). Also like Rand, Dr Montessori understood well the importance to the child of these crucially formative years. In a quote which mirrors Ayn Rand’s thoughts she said, “There are many who hold, as I do, that the most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For this is the time when man’s intelligence itself, his greatest implement, is being formed.”

To that end, and by way of an introduction, this article will be restricted to dealing with those aspects of the Montessori Method as they apply to the child of 2 6 years of age. (It should be noted that Maria Montessori devised her system to educate the child from birth through to twelve years of age.

Montessorians have since expanded on her work to include the teenage years for which, before her death in 1952, Dr Montessori left only a basic outline.)
Dr Montessori’s Aristotelian view of reason (and her in-depth studies of the educational methods of Seguin and Itard) led to the development of her specially designed SENSORIAL MATERIALS which are a feature of all Montessori classrooms. She believed in Aristotle’s dictum that “there is nothing in the intellect that was not first in the senses,” and knew that the refinement of the child’s senses and clarity and precision of his perceptions would affect his ability to conceptualise. By means of a sensorial education she sought to provide the child with the means to exercise his ability to compare, contrast and discriminate, to classify the goal being the child’s acquisition of what she referred to as an “ordered mind.”

Designed to encourage individual rather than co-operative effort (reason is an attribute of the individual), the sensorial material takes the young child step by cognitive step from the perceptual (concrete) to the conceptual (abstract) level, allowing the “child’s mind to draw off their (the materials’) intangible essence.”

This process is imposed on him by the self-correcting nature of the material its inbuilt “control of error,” which only ever allows for one correct answer, making it evident to the child if he makes a mistake (teaching him in the process that reality is not malleable, that things have identity); this demands from him absolute cognitive precision, and rewards him with absolute cognitive certainty. These materials are deliberately designed so that all their attributes are the same except for the single attribute that the child is to focus on.

For example, in teaching a child the concept “colour,” the child is introduced to the “colour tablets.” These tablets are all the same size, weight, shape etc.; they differ in one aspect only colour. Because of the elimination of non-essentials as well as isolation of the quality (concept) being taught, the child must focus on the particular quality being isolated. The child quickly learns to pair colours of the same hue, and in so doing, makes it possible for the Montessori “directress” to label each quality for him.

Later, shades of each colour are introduced, and concepts such as light, lighter, lightest, and dark, darker, and darkest become readily apparent to the child so that “when the child has recognised the differences between the qualities of the objects, the teacher fixes the idea of this quality with a word” (Maria Montessori, Dr. Montessori’s Own Handbook).

The wide range of sensorial materials, which teach concepts such as length, size, musical pitch etc., are placed in the classroom on child-height shelves where the child can reach them without adult assistance (promoting independence).

Within certain limits, the child is then free to work with the material as he chooses. I say “within limits” as (and this is a point of which certain critics of a Montessori classroom should take careful note) the child is free neither to take material from another child who will be working with it on his private mat nor to insist that the other child share the material with him (which has obvious ethical implications).

He may not interfere in any way with the work of another child; instead, he must wait until the material is returned to its assigned place on the shelves. The child is also prohibited from selecting materials from the shelves which are too advanced for his level of cognitive development.

In a Montessori classroom the child works at his own pace with the teacher keeping detailed notes of individual progress. This is done to ensure that intellectual progression is based on certainty not layers upon layers of mental fog; it ensures that the child is not introduced to material demanding higher levels of abstractions before he has a firm grasp of the lower levels abstractions which they rest upon.

For example, the child would never be given shades of colour to grade before being able to match hues; he would never be given a word to read before being able to sound out each individual letter. Why not? Because like Ayn Rand, Maria Montessori grasped the hierarchical nature of knowledge, the obvious implication being that any knowledge presented to the child should follow such logical progression. Instead of ending up as a head full of scrambled and disparate facts, the child’s mind becomes ordered. “The little child, who carries within him a heavy chaos, is like a man who has accumulated an immense quantity of books, piled up without any order, and who asks himself: ‘What shall I do with them?’ When will he be able to arrange them in such a fashion as to enable him to say: ‘I possess a library.’?” (Maria Montessori, The Advanced Montessori Method 1). He will be able to arrange them when he develops, to use Dr Montessori’s words, an “ordered mind.”

The sensorial materials, with their sequential and hierarchical presentation, are but one aspect, albeit a crucial one, of the Montessori classroom. Like every other feature of the classroom, which Maria Montessori referred to as “the prepared environment,” they serve a specific purpose. At the central core of that purpose is the attempt to assist and guide the child in the formation of his rational faculty.

And while it is certainly true that the primary motive of a Montessori education is to develop the child’s rational faculty, that is not to say, as so many of the system’s critics do, that other aspects of the child’s education are neglected or overlooked.

In fact it is precisely because of the development of the rational faculty that these other aspects become possible. For example imagination and creativity, which, contrary to conventional wisdom, are a direct extension of the fact that “imaginative creation has no mere vague sensory support; that is to say, it is not the unbridled divagation of the fancy among images of light and colour, sounds and impressions; but it is a construction firmly allied to reality… The creative imagination cannot work in vacuo. The mind that works by itself, independently of truth, works in a void” (Maria Montessori, Advanced Montessori Method).

A Montessori education also teaches the child to take responsibility for his action. This is achieved by giving him clearly defined and reasonable rules to follow where the consequences for breaking them are both known in advance and consistently upheld (objective law). He is taught not only to make full use of his time but also always to complete work that is begun (instilling in him the virtue of productivity). He is taught to respect the rights of other children by never interfering with their work unless it is at the express invitation of another child (teaching him that all interaction between people should be of a voluntary nature).

Insofar as the classroom is a microcosm of society, one of the most striking features to any observer of a Montessori classroom is how well the children get along with one another. A typical scene in the classroom is the sight of a number of industrious children happily going about their work, independently or together, in a spirit of real benevolence towards one another.

It is therefore both surprising to and frustrating for Montessorians that by far the most frequent criticism of Montessori education is that not enough emphasis is placed on the “socialisation” of the child. At the deepest root, these critics are philosophically opposed to the Montessori method because they are philosophically opposed to reason. This criticism manifests itself, on an ethical level, in a profound hostility towards independence and individualism. It manifests itself in the attitude of those who love to accuse someone of being “too sure of himself who does he think he is?!”

Yet this is one of the many positive hallmarks of a Montessori educated child; he is “sure of himself.” It is precisely because he is so sure of himself that he has no desire to succumb to group pressure or obey its whims. Of course, critics then label him “anti-social.” “He needs to be socialised,” they say knowing full well that what they really mean is, “he won’t sacrifice himself to my (or our) desires.”

John Dewey, the founder of the school of philosophy known as Pragmatism and the father of modern education (known as progressive education), was one such critic openly hostile to reason and independent thought. “The mere absorbing of facts and truths is so exclusively individual an affair that it tends very naturally to pass into selfishness. There is no obvious social motive for the acquirement of mere learning, there is no clear social gain in success thereat” (John Dewey, The School and Society).

The progressive schools, which follow in Dewey’s philosophical footsteps (and whose strands of philosophical thought are heavily entwined in New Zealand’s education system) socialise the child by discouraging individual effort and immersing him in the group, or, to use Ayn Rand’s words, by “throwing him to the pack.”

Montessori helps the child develop socially by aiding each child’s personal development primarily, by encouraging independence and self-reliance, knowing that these lead to a high level of self-confidence and self-esteem. The progressives, in direct contrast to the Montessorian emphasis on reason and individualism, promote anti-reason and collectivism.

They do so by such methods as only having materials in the classroom which are too heavy for any one child to carry by himself, or by insisting that all learning is done as part of a group project. Or, to use a particularly vicious home-grown example of the application of such monstrous methods, by implying that a cow’s stomach is wherever the group deems it to be. (Don’t laugh, this sort of thing really happens.)

Unlike Montessorians, the progressives don’t teach respect for another’s property; instead, the child is taught that property is communal. In a progressive school, instead of being taught to think for himself, the child is encouraged, in true democratic fashion, to conform to the dictates of the majority. In such an environment it is only a matter of time before truth, to the child, becomes whatever the group decides that it is.

The inevitable result of such socialisation is not a society of capable and productive individuals who think for themselves, but a society of dependents who, to repeat Ayn Rand, are ready “to be shaped into any subhuman form and used for any purpose by anyone who wants to bother.” It does not require much imagination to project the future shape of any society made up of such types. In fact, one need look no further than at most of the current local crop of near-illiterate high-school and university students to get the picture.
But before rushing off to sign your child up at the nearest Montessori school, a strong word of caution. There is no legal way to stop anybody from calling his school a Montessori school. Consequently, there are a number of so-called Montessori schools without trained teachers, without Montessori materials, or without teachers who have even the faintest idea of the Montessori methods.

It is imperative, therefore, that you thoroughly familiarise yourself with both the Montessori Method itself as well as the Montessori school you have in mind for your child.
That aside, a Montessori education comes with our highest recommendation.

Copyright 2006 — A parent of three young children who are homeschooled according to Montessori principles, Chris Lewis is a former Number 1 ranked junior tennis player in the world (1975) and Wimbledon finalist (1983). When not discussing children’s education, you will find him on a tennis court in Southern California, where he now resides. You can read more of Chris’s articles and tennis tips at his website, Expert Tennis Tips.

What age should we start school?

A question from a prospective parent:

When do I feel children should begin school?

How I feel about when children enter school is very dependent upon the home life and the quality of the school. If children are exposed to a Montessori home life (children are self-directed, independence is encouraged, etc), then waiting until they are older, two and a half or so, to enter a true Montessori program is fine. If the home life is not structured in a Montessori way they should begin in a Montessori program earlier, at 18 months or so. This is not a judge of the home life, but children of this age acheive more in life when they are stimulated in the Montessori way at any early age. Montessori is the only scientifically studied method of education. If they are to be going into traditional preschools or daycares, studies have shown that these do not benefit children in the long run (throughout their school years) and the benefits when they enter Kindergarten are slight. Of course, having them in some social settings before Kindergarten is helpful, whether it is playgroups, workshops at museums or zoos, provided that proper social learning/encouragement is provided (which in these types of settings generally needs to be provided by the parents, the workshop facilitators usually do not run this type of interference).