Montessori Institute of America 23807 98 th Avenue S, Kent, WA, 98031 Phone: 253-859-2262 Fax: 253-859-1737 Email: [email protected]Inside Dr. Maryann Johnston appointed to “Benchmarks” panel ...... 2 Sharlet McClurkin in Taipei .... 2 Sixth “MTP of the US” class in the Philippines ................... 4 Visi ns MIA MIA in a Changing World Winter, 2005 MIA TO BEGIN TRAINING PROGRAM IN CHINA An intensive, one-month class in Beijing, China, will begin in January, 2005, directed by Jane Suchen Wang of Taiwan. Students will board at the training site and will receive MIA’s course as given by Jane Wang in Taiwan for the last ten years. Ms. Wang will be assisted in the course by other teachers from Montessori Teacher Preparation of FIFTEEN NEW SCHOOLS IN TAIWAN Due to the work of Jane Suchen Wang in Taipei and surrounding cities, fifteen schools joined MIA in November, 2005. Jane Wang is completing two 2 1 /2 to 6 level courses in Taipei and will begin a Birth to 3 course there in the near future. Not only does Ms. Wang provide training to the schools but also gives consultation and set-up assistance to schools that are changing from early childhood Meredith Lombardi Rejoins MIA Board Meredith Lombardi (formerly Von Ranson), rejoined the MIA board in June, 2004, for a three-year term. Ms. Lombardi, of Nine Mile Falls, WA, is co- director of Montessori Teacher Preparation of Spokane with Elizabeth White of Spokane. Both women currently work at Spokane Montessori North. Meredith previously served on the MIA board and also co-chaired the MIA conference in Spokane in 2001. Donald and Sharlet McClurkin with Meredith Lombardi and Elizabeth White (left to right) in April, 2004 Formosa. The Montessori Institute of America, a non-profit corporation in the state of New Jersey, provided documents in November, 2004, and applied to the Chinese government for authorization to train students in China. Mr. and Mrs. McClurkin will go to China to provide competency exams for the students as they complete their MIA courses. Continued on page 3 MTP of Formosa students, taking their competency tests
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Montessori Institute of America23807 98th Avenue S, Kent, WA, 98031
to “Benchmarks” panel ...... 2Sharlet McClurkin in Taipei .... 2Sixth “MTP of the US” class in
the Philippines ................... 4
Visi nsMIAMIAin a Changing World
Winter, 2005
MIA TO BEGIN TRAININGPROGRAM IN CHINA
An intensive, one-month class inBeijing, China, will begin in January,2005, directed by Jane SuchenWang of Taiwan. Students willboard at the training site and willreceive MIA’s course as given byJane Wang in Taiwan for the last tenyears. Ms. Wang will be assisted inthe course by other teachers fromMontessori Teacher Preparation of
FIFTEEN NEWSCHOOLS IN TAIWAN
Due to the work of Jane SuchenWang in Taipei and surroundingcities, fifteen schools joined MIA inNovember, 2005. Jane Wang iscompleting two 21/2 to 6 levelcourses in Taipei and will begin aBirth to 3 course there in the nearfuture. Not only does Ms. Wangprovide training to the schools butalso gives consultation and set-upassistance to schools that arechanging from early childhood
Meredith LombardiRejoins MIA Board
Meredith Lombardi (formerly VonRanson), rejoined the MIA board inJune, 2004, for a three-year term. Ms.Lombardi, of Nine Mile Falls, WA, is co-director of Montessori TeacherPreparation of Spokane with ElizabethWhite of Spokane. Both womencurrently work at Spokane MontessoriNorth.
Meredith previously served on theMIA board and also co-chaired theMIA conference in Spokane in 2001.
Donald and Sharlet McClurkin with MeredithLombardi and Elizabeth White (left to right)in April, 2004
Formosa. The Montessori Institute ofAmerica, a non-profit corporation inthe state of New Jersey, provideddocuments in November, 2004, andapplied to the Chinese governmentfor authorization to train students inChina. Mr. and Mrs. McClurkin will goto China to provide competencyexams for the students as theycomplete their MIA courses.
Continued on page 3
MTP of Formosa students, taking theircompetency tests
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Ms. McCLURKINSPEAKS in TAIPEI inNOVEMBER 2004
Sharlet McClurkin spoke toapproximately 40 students in Taipei,Taiwan, in November, 2004, on thetopics: “Comparison of the Toddlerand Preschool Child”; and “Preparingthe Toddler Environment.” Mrs.McClurkin also presented the “GoodShepherd,” “Lifetimes,” “Creation,”and the Nativity lessons. The partici-pants requested a MIA conference inthe near future on the Child andFaith lessons.
Two of the students commented,“We appreciate your coming and thedirection you have given for ourteachers. You have enriched ourexperiences and knowledge of profes-
Dr. Maryann Johnston (MTP ofWashington, 2003) Appointed to the“Benchmarks” Panel of Washington State
Maryann Johnston, MTP of WA classof 2003 and Washington Association ofthe Education of Young Children(WAEYC) past president, is teaming upwith over 35 other educators andcaregivers to review and guide thedevelopment process of The Washing-ton Early Learning and DevelopmentBenchmarks. The Washington EarlyLearning and Development Bench-marks goals are to develop a plan thatdescribes the characteristics, knowl-edge and approaches to learning thatare necessary for a young child tosucceed in school. The “Benchmarks”will also focus on creating a continuumof learning that links early develop-ment to later success in school and life.The panel will review and guide thedevelopment process of the plan andwill also serve as “ambassadors” to helpmake the plan accessible to the public.
Maryann Johnston appreciates theimportance of seeing things from allangles: “I am excited to work with thisbroad group of educators to make adifference. The wonderful thing is thatwithin the Core Group all views arehonored.” Dr. Johnston is currentlyassisting MTP of WA in the areas ofhealth, safety and nutrition.
2004 was a busy year for the“Benchmarks Panel”. They have spentthe year reaching out to key stakehold-ers:
MTP OF WA FALL CLASS ENROLLS 30 STUDENTSMTP of WA began the fall class on August 21, 2004, and currently has
thirty students enrolled: 14 Koreans, 1 student from Turkey, 2 from SriLanka, 3 from the Philippines, and the remainder are Americans. Class isheld every Tuesday evening, 5-9 p.m., and 11/2 Saturdays per month. This10-month class will conclude on June 4, 2005.
The summer intensive course will be held from July 5 to Aug.12, 2005.
Mrs. McClurkin and Jane Wang observe a MIAschool in Taipei
Continued on page 3
MTP of SpokaneHolds Weekly Classes
Spokane Montessori School(North) is currently hosting the 21/2 to6 level Montessori training programsponsored by MTP of Spokane.Elizabeth White, director and pre-senter, and Meredith Lombardi, co-director and philosophy instructor,guide the class on Wednesdays andone Saturday per month. Studentsinclude Janelle Sparling, SarahFranich and Roxanne Caprye fromSpokane Montessori School (West),Joy Twiggs from Spokane MontessoriSchool (North) and Christy Steinlefrom Montessori Early LearningCenter. Shannon Honn and JanGilbert are completing their intern-ships this year.
During her bell presentations afew weeks ago, a guest instructor,Gail Waner, inspired the students, andother instructors as well, to be morediligent in using and presenting thebeautiful Montessori bells. From herview, the non-musical teacher oftengives the best bell lessons. Theseteachers must go slowly and listenvery carefully…which provides agood role model for the children.
Continued on page 7
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Fifteen New Schoolscontinued from page 1
Mrs. McClurkin, Jane Wang, owner of Montessori school, and twenty MIA 21/2-6 graduates.
MTP of Formosa interning teacher showing achild the map of Taiwan
Taiwanese children using Montessorimaterials in a MIA school
centers to Montessori schools.Before 2002, MIA’s training center
was located in south Taiwan, in TainanCity. Sharlet and Donald McClurkinbegan training there in 1990. Ms. Wangtook the MTP of WA course in 1991and interned under Mr. McClurkin atMontessori Plus School.
Sharlet McClurkin with Jane Suchen Wang (thirdfrom right) and directors of new MIA Schools inTaiwan, November 10, 2004
sional teaching.” “Thank you forteaching us so much. I was touchedwhen you told the story about “theShepherd.”
Mrs. McClurkin was in her bed at11:55 p.m. on the eleventh floor of aTaipei hotel when the swaying of thebuilding from a 3.5 earthquakeawakened her.
Ms. McClurkin Speaks in Taipeicontinued from page 3
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SIXTH “MTP OF THE US” CLASS IN THE PHILIPPINESHELD IN NOVEMBER
Beginning in 2002, in collaboration with Ms. Normi Son of the Philippines, MTP of the US in the Philippines has heldsix training classes. Over 100 students have received training during that time and many new schools have beenopened. Fifteen new students at-tended the November, 2004, class.
The spring 2005 class will be heldduring the second week of April. Ms.Normi Son is manufacturing all of theMTP of WA special cultural materials,as well as the Montessori materials inall of the areas. Watch for her catalogon her website in the near future.
Two students from the Philippines’classes have interned at MontessoriPlus School first semester, and an-other student will arrive in January,2005.
(Right) Mrs. McClurkin presents the bells to thePhilippine class in November
Sixth MTP of the Philippines Class, November, 2004
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“Comparing State-Funded Preschoolsfrom State to State”
December 1, 2004As enrollment to state-financed
preschool programs increase acrossthe country, access to these programsvary significantly from state to state;whereas some states don’t offer statepreschool programs at all.
The National Institute for EarlyEducation Research published itsfindings in November 2004. Thereport tracks the percentage ofchildren being served and ranks thestate on whether they meet specifiedbenchmarks of quality.
The study shows that the locationof a family will either hinder or helpthat family’s access to preschoolprograms. Preschoolers in the Southwill fare better than children in theNortheast. More than 23 percent of 4-year-olds are enrolled in state pre-school programs in the South, costing$2,855 per child. Whereas, statepreschool programs in the Northeastcost $5,108 and only absorb 17.4percent of 4-year-olds in that region.By contrast, in the west, only 7.2percent of preschool children areenrolled in state preschool programsand charge $3,388 per child.
When enrolled for 4-year-oldsincreased, the percentage of 3-year-olds declined slightly, by 0.2 percent.This is a reflection of the public’sambivalence about formal programsfor younger children. Althoughscientific research shows how impor-tant learning is in the early years oflife, society has yet to fully embracehow important education is.
The institute makes a number ofrecommendations: States should
NEWS FROM EDUCATION WEEKExcerpts & Summaries by Melissa Yee Loy, Seattle, WA
increase funding for preschool andpay for programs through their K-12finance formulas. Secondly, improve-ment in quality is needed. Thirdly,states should mandate benchmarks.Finally, the federal governmentshould encourage states to focus onpreschool programs.
“Preschool EducationLinked to EconomicGrowth”
November 3, 2004A splurge of businesses and eco-
nomic-policy organizations are renew-ing their focus on high-quality pre-school with the argument that it willdirectly effect economic growth. Theconnection is simple: “high-qualitypreschool and childcare improvechildren’s school performance andultimately lead to more jobs, fewerprison inmates, and greater tax rev-enues.” Some groups argue thatinvesting in strong preschool programsis a far better strategy to boost theeconomy than “traditional methods”,such as tax breaks. Many groups alsoagree with a need for a nationwidecommitment to universal preschooland not just targeted programs like theHead Start program.
Some policy analysts for educa-tion believe that potential economicbenefits of preschool education is“exaggerated” and don’t provide thelong term benefits that the busi-nesses are looking for. Also, someresearchers argue that results arebased on “small, one-of-a-kindprograms that haven’t been repli-cated on a larger scale.” However,Steve Barnett, Director of the NationalInstitute for Early Educations Re-search, disagrees: “I think that’s a
disingenuous argument at best”. Hedraws evidence of long-term benefitsof high-quality preschool from theHigh/Scope Perry Preschool Project inMichigan and the Chicago Child-Parent Center Program.
Even if one should agree thatpreschool education is positivelycorrelated to economic growth, howwould we fund universal preschooleducation? The reality of publiclyfunded universal preschool is but adream. Suggestions are made that adirect approach would be morefeasible and realistic. For instance, theFederal Reserve Bank in Minneapolishas plans to create a $1.5 billionendowment committing a $10,000scholarship to every low-income childin Minnesota. PNC Bank has spear-headed a 10-year preschool initiativewith a commitment of $100 million.
BostonKindergartners WillReceive Report Cards
November 24, 2004Starting December 2004, all
students, including kindergartners,attending Boston public schools willreceive detailed report cards to betterdocument whether children aremeeting academic standards.
To date, parents are only receivingsome information about how theirpreschoolers are doing. With reportscards now being handed out threetimes a school year, the parents and/or guardians of kindergartners will beinformed on how well or how poorlytheir child know their numbers,letters and rhyming words, as well asif their child is able to follow directions.
Report card format and academicContinued on page 6
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expectations are some of the issuesthat have been debated between thedistrict administration and the BostonTeachers Union for a few years. Whilesome parents and early-childhoodexperts have other concerns, theycontinue to question whether toomuch pressure to learn is being placedon children.
Private Schools onthe Rise
November 24, 2004The National Center for Education
Statistics estimates a substantialincrease in the number of privateschools in the United States. In 1999,there were 27,223 private schools.The number has gone up to 29,273 in2001; an increase of 7.5%. Similarily,student enrollment at private schoolsalso increased during the sameperiod; up 179,000 more students. Inthe fall 2001, private schools enrolled5.3 million students.
Read up on the “Characteristics ofPrivate Schools: Results From the2001-2002 Private School UniverseSurvey” online: www.nces.ed.gov.
“How Are The PerryPreschoolers Doing?”
November 24, 2004The Perry Preschool, one of the
longest-running studies on the effectsof preschool, has released their findingsof their preschoolers from four decadesago. At the age of 40, thesepreschoolers are showing to be betteroff then their non-Perry Preschoolercounterparts: they are “more lawabiding, earn higher incomes, and havemore stable home lives than similar
NEWS FROM EDUCATION WEEK
adults who were not enrolled in theprogram as youngsters.”
The small demonstration programin the 1960s has produced citizensthat have “higher rates of employ-ment and homeownership, and lowerrates of illicit drug use and arrests forselling illegal drugs, when comparedwith the sample of adults who didnot attend the classes.” The resultsgive researchers and early-child-hood-education advocates reason toargue that effective preschoolprograms with well-trained teacherscan make the difference in whetherchildren grow up to become fullycontributing members of society or arelative drain on public services.
The long-contended argument onuniversal and targeted preschoolquestions the results of Perry Preschoolon low-income families and their
The Proudly Montessori Catalog 2005 features beautifully craftedMontessori material from the Philippines. The Joyous Illuminations calen-dar includes lovely black and white original drawings and Montessoriquotes for each month. Both created by Normi Son, MIA trainer in thePhilippines.
• Order ___ “Proudly Montessori” catalogs @ $2 each• Order ___ “2005 Joyous Illuminations” calendars @ $3 each. (All MIA
schools and individual members receive 1 calendar as amember of MIA at no charge). Supplies are limited.
(Please make check payable to Montessori Institute of America)Send order form & check to: MIA, 23807 98th Avenue S, Kent, WA, 98031
children. If everyone benefits, thenhow can universal preschool programsbe closing the early achievement gaps?Bruce Fuller, an education professor atthe University of California, Berkeleyargues that universal programs rein-forces and even widens the learninggaps between disadvantaged childrenand their more advantaged peers.Whereas, other experts say that a lackof access to high-quality preschoolprograms is not only a problem amongpoor families: a large underservedsegment of America whose incomes areabove the eligibility levels for programstargeted to disadvantaged families.
To learn more about the “TheHigh/Scope Perry Preschool StudyThrough Age 40” and “The Effects ofOklahoma’s Universal Pre-K Programon School Readiness”, check outwww.highscope.org.
Boston Kindergartenerscontinued from page 1
NEED NEW MATERIALTO LIVEN UP YOUR
CLASSROOM?
AVAILABLE NOW:“Proudly Montessori” Catalog 2005, and
”2005 Joyous Illuminations” calendar.
7
WHAT MONTESSORITRAINING HASMEANT TO ME
By Joy Isley, Colorado Springs, CO
I have worked with children formost of my adult years. Fortunately,the last seven years of teachinghave occurred in the toddlerMontessori classroom. It has beenon this journey with the toddlersthat I have observed theirevolution. Each child and each yearis different.
During these seven years it washigh on my list to study the workused in the Montessori (21/2 to 6)preschool program. Montessoritruly observed each child andcreated such beautiful materials. Itis incredible that her method hasbeen taught and tested in countriesall over the world.
Since I began the MTP of WAtraining course, I have been on anexciting learning experience. Afterinterning in the afternoon with thefive and six year olds (extendedday), I now feel confident guidingupper level math, language andcultural work. For me, theMontessori training hasreawakened the importance ofteaching what truly excites me. Ilove all of the materials, especiallycultural and math.
I am now confident that my firstyear in the 21/2 to 6 classroom willbe an exciting transition. I know toobserve and learn from the child’sinterests. I hope to be humble andto direct the child only if needed. Iwill embrace the child to develop asense of wonder in this remarkableenvironment. I am truly grateful forthe videotape course that hasallowed me to study the Montessorimethods and be with my family.
My recently-pub-lished book, Walking inWonder: Nurturing Ortho-dox Christian Virtures inYour Children, assumescertain truths:
1. That the ultimateaim of education is toassist others along thepathway to God.
2. That a person’s spiritual growthbegins with everyday experiences inthe early years of life
3. That spiritual development isdetermined by what a child absorbsfrom her immediate surroundingsand by how well the Holy Spirit isallowed to enter her life on a dailybasis
4. That parents, teachers and allcaregivers must provide an environ-
ment that helps develop Christianattitudes toward self, others, theworld and Christ.
Each chapter explains one impor-tant aspect of spirituality and con-cludes with some practical sugges-tions for nurturing these qualities, or
virtues, in children.Although WALKING IN
WONDER is targeted toEastern Orthodox Christianparents, a former SouthernBaptist reviewer hascommented that there ismuch in it that would bebeneficial to anyone of anyfaith. The book is availableonline from amazon.comand conciliarpress.com. Alimited number are also
About the Author: ElizabethWhite is an instructor for MTP ofSpokane and the Director of SpokaneMontessori School North. She tookthe Montessori training from SharletMcClurkin twenty years ago andcredits the development of many ofthe thoughts expressed in this bookto her Montessori experiences.
OSPI Summer Institute - Spokane• July—State Interagency Coordinat-
ing Council - Burien• August—OSPI Summer Institute -
YakimaOSPI Summer Institute - Bellevue
• October—Head Start & ECEAP FallMeeting - SpokaneWashington Association for theEducation of Young Children(WAEYC) Conference - Spokane
• November—School ReadinessSummit - Seattle
In August 2004, the preliminarydraft was reviewed by the Panel and by
several other interest groups. Theirinput and comments are reflected inthe Preliminary Draft posted on theirwebsite: www.governor.wa.gov/earlylearning.
The development of the Washing-ton Early Learning and DevelopmentBenchmarks is a partnership betweenthe Office of the Governor and theOffice of the Superintendent of PublicInstruction (OSPI), with sponsorshipfrom the Head Start-State Collabora-tion Office, OSPI, Department of Socialand Health Service and the Depart-ment of Community Trade and Eco-nomic Development. More informa-tion can be found on their website.
Dr Maryann Johnstoncontinued from page 2
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RAISING AMERICABy Ann HulbertReviewed by Rene Derby
In Raising America, Ann Hulbertattempts to give readers a histori-cal perspective on childrearingphilosophy with a soft feministundercurrent and allows for abetter understanding of howcurrent opinions regarding earlychildhood development took theirpresent forms. Hulbert reviews theschool of thought developed in1957: “Being a gentle role modeland companion was very impor-tant, but what Dr. Spock was alsoproposing and had been from thestart, was that mothers be genialsocial facilitators who encouragedconformity without causing dis-comfort or confrontations.” (250)
As a good illustration of theimportance of adaptability, Hulbertemphasizes that nothing happensin a vaccum. People working withyoung children need to be flexiblein their thinking. Hulbert draws onGesell to exemplify the nessecityfor adaptability: “Those innermaturational forces inevitablyworked in tandem with environ-mental influences. “ (157)
Hulbert takes a hop, skip and ajump through American history, inan attempt to provide readers withthe major trends for childrearing inAmerica and how each school ofthought evolved out of the previ-ous. She gives personal history foreach of the “experts” and offers her
opinion about how their upbring-ing affected their ideas of childdevelopment and the roles parentsshould play in their children’s lives:“There is a reason child-rearingadvisers have always proclaimedthe importance of the first threeyears, and it is not based on thelatest brain research. It is that thefirst three years are the experts’best bet to make any mark onparents.” (370)
RECLAIMING CHILDHOODBy William CrainReviewed by Kris Goodman,
Renton, WA
How many of us look at ourkids and think of them as “children”living in the here and now, not as“future adults” for which we need toprepare them? This is what WilliamCrain encourages us to do inReclaiming Childhood. His philoso-phy is that “we need to valuechildhood for the precious time it is,not simply as a time to prepare ourkids for their futures. We are sopreoccupied with their [children’s]future, we cannot see and value themfor what they are: children.” (p.1)
He looks both at play within thehome as well as education. Hehighly encourages child-centerededucational philosophies such asMontessori, Waldorf, and progres-sive schools. While the approachesmay differ, their uniting thread isthe fact that they respect childrenfor their nature.
Crain reviews different philoso-phies of child development, andagain, finds a common thread.While children go through specificsequences of development, theyeach have their own temperament
BookReviews and growth rate. He finds develop-
mental theorists urging us to respectthe child’s individuality, as well asrecognizing the pattern their matura-tion follows. “Maturational Theoristsrecognize that while developmentfollows specific sequences, childrendo grow at different rates.” (p 12)Gesell emphasized that every childhas a unique inborn growth rate andtemperament and he urged us torespect each child’s individuality.” (p13). “Piagetians also urge us to takeour cues from the child. We helpchildren the most by giving themopportunities to work on problemsthey find most interesting.” (p13).“Like Gesell, attachment theoristsargue that infants are biologicallyprepared to guide us with respect tothe experiences they need. (p 13) Inregard to learning, “we need to staysufficiently in the background to givechildren the freedom to learn bythemselves.” (p 28)
Looking at education today,Crain calls for a child centeredphilosophy. He sees the challengethat this calls for openness on thepart of the adult. The educator isrequired to observe the child andfind out what is meaningful tothem, and then give them theopportunity to master that material.“There is broad agreement withinand outside the standards move-ment that students in traditionalschools don’t like their work verymuch and don’t work very hard atit. But, the standards movementdoesn’t call for more intrinsicallyinteresting work – work that stu-dents find meaningful. Instead themovement calls for more externalpressures and incentives.” (p.159)Imagine what the long-term effectsof this will be on our children.
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