Www.miaworld.org - January 2005

Montessori Institute of America

23807 98th Avenue S, Kent, WA, 98031 Phone: 253-859-2262 Fax: 253-859-1737 Email: [email protected]

MIA

Visi ns in a Changing World

Winter, 2005

MIA TO BEGIN TRAINING PROGRAM IN CHINA Donald and Sharlet McClurkin with Meredith Lombardi and Elizabeth White (left to right) in April, 2004

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 codirector 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.

Inside Dr. Maryann Johnston appointed to “Benchmarks” panel ...... 2 Sharlet McClurkin in Taipei .... 2 Sixth “MTP of the US” class in the Philippines ................... 4

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

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.

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 21/2 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 1Continued on page 3

MTP of Formosa students, taking their competency tests

Dr. Maryann Johnston (MTP of Washington, 2003) Appointed to the “Benchmarks” Panel of Washington State Maryann Johnston, MTP of WA class of 2003 and Washington Association of the Education of Young Children (WAEYC) past president, is teaming up with over 35 other educators and caregivers to review and guide the development process of The Washington Early Learning and Development Benchmarks. The Washington Early Learning and Development Benchmarks goals are to develop a plan that describes the characteristics, knowledge and approaches to learning that are necessary for a young child to succeed in school. The “Benchmarks” will also focus on creating a continuum of learning that links early development to later success in school and life. The panel will review and guide the development process of the plan and will also serve as “ambassadors” to help make the plan accessible to the public.

MTP of Spokane Holds Weekly Classes Spokane Montessori School (North) is currently hosting the 21/2 to 6 level Montessori training program sponsored by MTP of Spokane. Elizabeth White, director and presenter, and Meredith Lombardi, codirector and philosophy instructor, guide the class on Wednesdays and one Saturday per month. Students include Janelle Sparling, Sarah Franich and Roxanne Caprye from Spokane Montessori School (West), Joy Twiggs from Spokane Montessori School (North) and Christy Steinle from Montessori Early Learning Center. Shannon Honn and Jan Gilbert are completing their internships this year.

Maryann Johnston appreciates the importance of seeing things from all angles: “I am excited to work with this broad group of educators to make a difference. The wonderful thing is that within the Core Group all views are honored.” Dr. Johnston is currently assisting MTP of WA in the areas of health, safety and nutrition. 2004 was a busy year for the “Benchmarks Panel”. They have spent the year reaching out to key stakeholders: • January—OSPI Winter Conference Spokane • March—OSPI Collaboration Conference - Yakima • May—Child Care Coordinating Committee • June—Head Start/Early Head Start Directors Retreat - Silverdale

Ms. McCLURKIN SPEAKS in TAIPEI in NOVEMBER 2004 Sharlet McClurkin spoke to approximately 40 students in Taipei, Taiwan, in November, 2004, on the topics: “Comparison of the Toddler and Preschool Child”; and “Preparing the Toddler Environment.” Mrs. McClurkin also presented the “Good Shepherd,”“Lifetimes,”“Creation,” and the Nativity lessons. The participants requested a MIA conference in the near future on the Child and Faith lessons. Two of the students commented, “We appreciate your coming and the direction you have given for our teachers. You have enriched our experiences and knowledge of profesContinued on page 3

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During her bell presentations a few weeks ago, a guest instructor, Gail Waner, inspired the students, and other instructors as well, to be more diligent in using and presenting the beautiful Montessori bells. From her view, the non-musical teacher often gives the best bell lessons. These teachers must go slowly and listen very carefully…which provides a Mrs. McClurkin and Jane Wang observe a MIA school in Taipei good role model for the children.

MTP OF WA FALL CLASS ENROLLS 30 STUDENTS MTP of WA began the fall class on August 21, 2004, and currently has thirty students enrolled: 14 Koreans, 1 student from Turkey, 2 from Sri Lanka, 3 from the Philippines, and the remainder are Americans. Class is held every Tuesday evening, 5-9 p.m., and 11/2 Saturdays per month. This 10-month class will conclude on June 4, 2005. The summer intensive course will be held from July 5 to Aug.12, 2005.

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Mrs. McClurkin, Jane Wang, owner of Montessori school, and twenty MIA 21/2-6 graduates.

MTP of Formosa interning teacher showing a child the map of Taiwan

Sharlet McClurkin with Jane Suchen Wang (third from right) and directors of new MIA Schools in Taiwan, November 10, 2004 Taiwanese children using Montessori materials in a MIA school

Ms. McClurkin Speaks in Taipei continued from page 3

sional teaching.” “Thank you for teaching us so much. I was touched when you told the story about “the Shepherd.” Mrs. McClurkin was in her bed at 11:55 p.m. on the eleventh floor of a Taipei hotel when the swaying of the building from a 3.5 earthquake awakened her.

Fifteen New Schools continued from page 1

centers to Montessori schools. Before 2002, MIA’s training center was located in south Taiwan, in Tainan City. Sharlet and Donald McClurkin began training there in 1990. Ms. Wang took the MTP of WA course in 1991 and interned under Mr. McClurkin at Montessori Plus School. 3

SIXTH “MTP OF THE US” CLASS IN THE PHILIPPINES HELD IN NOVEMBER Beginning in 2002, in collaboration with Ms. Normi Son of the Philippines, MTP of the US in the Philippines has held six training classes. Over 100 students have received training during that time and many new schools have been opened. Fifteen new students attended the November, 2004, class. The spring 2005 class will be held during the second week of April. Ms. Normi Son is manufacturing all of the MTP of WA special cultural materials, as well as the Montessori materials in all of the areas. Watch for her catalog on her website in the near future. Two students from the Philippines’ classes have interned at Montessori Plus School first semester, and another student will arrive in January, 2005. (Right) Mrs. McClurkin presents the bells to the Philippine class in November

Sixth MTP of the Philippines Class, November, 2004 4

NEWS FROM EDUCATION WEEK Excerpts & Summaries by Melissa Yee Loy, Seattle, WA

“Comparing StateFunded Preschools from State to State” December 1, 2004 As enrollment to state-financed preschool programs increase across the country, access to these programs vary significantly from state to state; whereas some states don’t offer state preschool programs at all. The National Institute for Early Education Research published its findings in November 2004. The report tracks the percentage of children being served and ranks the state on whether they meet specified benchmarks of quality. The study shows that the location of a family will either hinder or help that family’s access to preschool programs. Preschoolers in the South will fare better than children in the Northeast. More than 23 percent of 4year-olds are enrolled in state preschool programs in the South, costing $2,855 per child. Whereas, state preschool programs in the Northeast cost $5,108 and only absorb 17.4 percent of 4-year-olds in that region. By contrast, in the west, only 7.2 percent of preschool children are enrolled in state preschool programs and charge $3,388 per child. When enrolled for 4-year-olds increased, the percentage of 3-yearolds declined slightly, by 0.2 percent. This is a reflection of the public’s ambivalence about formal programs for younger children. Although scientific research shows how important learning is in the early years of life, society has yet to fully embrace how important education is. The institute makes a number of recommendations: States should

increase funding for preschool and pay for programs through their K-12 finance formulas. Secondly, improvement in quality is needed. Thirdly, states should mandate benchmarks. Finally, the federal government should encourage states to focus on preschool programs.

“Preschool Education Linked to Economic Growth” November 3, 2004 A splurge of businesses and economic-policy organizations are renewing their focus on high-quality preschool with the argument that it will directly effect economic growth. The connection is simple:“high-quality preschool and childcare improve children’s school performance and ultimately lead to more jobs, fewer prison inmates, and greater tax revenues.” Some groups argue that investing in strong preschool programs is a far better strategy to boost the economy than “traditional methods”, such as tax breaks. Many groups also agree with a need for a nationwide commitment to universal preschool and not just targeted programs like the Head Start program. Some policy analysts for education believe that potential economic benefits of preschool education is “exaggerated” and don’t provide the long term benefits that the businesses are looking for. Also, some researchers argue that results are based on “small, one-of-a-kind programs that haven’t been replicated on a larger scale.” However, Steve Barnett, Director of the National Institute for Early Educations Research, disagrees: “I think that’s a 5

disingenuous argument at best”. He draws evidence of long-term benefits of high-quality preschool from the High/Scope Perry Preschool Project in Michigan and the Chicago ChildParent Center Program. Even if one should agree that preschool education is positively correlated to economic growth, how would we fund universal preschool education? The reality of publicly funded universal preschool is but a dream. Suggestions are made that a direct approach would be more feasible and realistic. For instance, the Federal Reserve Bank in Minneapolis has plans to create a $1.5 billion endowment committing a $10,000 scholarship to every low-income child in Minnesota. PNC Bank has spearheaded a 10-year preschool initiative with a commitment of $100 million.

Boston Kindergartners Will Receive Report Cards November 24, 2004 Starting December 2004, all students, including kindergartners, attending Boston public schools will receive detailed report cards to better document whether children are meeting academic standards. To date, parents are only receiving some information about how their preschoolers are doing. With reports cards now being handed out three times a school year, the parents and/ or guardians of kindergartners will be informed on how well or how poorly their child know their numbers, letters and rhyming words, as well as if their child is able to follow directions. Report card format and academic Continued on page 6

NEWS FROM EDUCATION WEEK Boston Kindergarteners continued from page 1

expectations are some of the issues that have been debated between the district administration and the Boston Teachers Union for a few years. While some parents and early-childhood experts have other concerns, they continue to question whether too much pressure to learn is being placed on children.

Private Schools on the Rise November 24, 2004 The National Center for Education Statistics estimates a substantial increase in the number of private schools in the United States. In 1999, there were 27,223 private schools. The number has gone up to 29,273 in 2001; an increase of 7.5%. Similarily, student enrollment at private schools also increased during the same period; up 179,000 more students. In the fall 2001, private schools enrolled 5.3 million students. Read up on the “Characteristics of Private Schools: Results From the 2001-2002 Private School Universe Survey” online: www.nces.ed.gov.

“How Are The Perry Preschoolers Doing?” November 24, 2004 The Perry Preschool, one of the longest-running studies on the effects of preschool, has released their findings of their preschoolers from four decades ago. At the age of 40, these preschoolers are showing to be better off then their non-Perry Preschooler counterparts: they are “more law abiding, earn higher incomes, and have more stable home lives than similar

adults who were not enrolled in the program as youngsters.” The small demonstration program in the 1960s has produced citizens that have “higher rates of employment and homeownership, and lower rates of illicit drug use and arrests for selling illegal drugs, when compared with the sample of adults who did not attend the classes.” The results give researchers and early-childhood-education advocates reason to argue that effective preschool programs with well-trained teachers can make the difference in whether children grow up to become fully contributing members of society or a relative drain on public services. The long-contended argument on universal and targeted preschool questions the results of Perry Preschool on low-income families and their

children. If everyone benefits, then how can universal preschool programs be closing the early achievement gaps? Bruce Fuller, an education professor at the University of California, Berkeley argues that universal programs reinforces and even widens the learning gaps between disadvantaged children and their more advantaged peers. Whereas, other experts say that a lack of access to high-quality preschool programs is not only a problem among poor families: a large underserved segment of America whose incomes are above the eligibility levels for programs targeted to disadvantaged families. To learn more about the “The High/Scope Perry Preschool Study Through Age 40” and “The Effects of Oklahoma’s Universal Pre-K Program on School Readiness”, check out www.highscope.org.

NEED NEW MATERIAL TO LIVEN UP YOUR CLASSROOM? AVAILABLE NOW: “Proudly Montessori” Catalog 2005, and ”2005 Joyous Illuminations” calendar. The Proudly Montessori Catalog 2005 features beautifully crafted Montessori material from the Philippines. The Joyous Illuminations calendar includes lovely black and white original drawings and Montessori quotes for each month. Both created by Normi Son, MIA trainer in the Philippines. • Order ___ “Proudly Montessori” catalogs @ $2 each • Order ___ “2005 Joyous Illuminations” calendars @ $3 each. (All MIA schools and individual members receive 1 calendar as a member of MIA at no charge). Supplies are limited.

Name: _________________________Phone: ____________________ Address: __________________________________________________ Enclosed: $ _____________ (Please make check payable to Montessori Institute of America) Send order form & check to: MIA, 23807 98th Avenue S, Kent, WA, 98031 6

WHAT MONTESSORI TRAINING HAS MEANT TO ME By Joy Isley, Colorado Springs, CO

I have worked with children for most of my adult years. Fortunately, the last seven years of teaching have occurred in the toddler Montessori classroom. It has been on this journey with the toddlers that I have observed their evolution. Each child and each year is different. During these seven years it was high on my list to study the work used in the Montessori (21/2 to 6) preschool program. Montessori truly observed each child and created such beautiful materials. It is incredible that her method has been taught and tested in countries all over the world. Since I began the MTP of WA training course, I have been on an exciting learning experience. After interning in the afternoon with the five and six year olds (extended day), I now feel confident guiding upper level math, language and cultural work. For me, the Montessori training has reawakened the importance of teaching what truly excites me. I love all of the materials, especially cultural and math. I am now confident that my first year in the 21/2 to 6 classroom will be an exciting transition. I know to observe and learn from the child’s interests. I hope to be humble and to direct the child only if needed. I will embrace the child to develop a sense of wonder in this remarkable environment. I am truly grateful for the videotape course that has allowed me to study the Montessori methods and be with my family.

Dr Maryann Johnston continued from page 2

OSPI Summer Institute - Spokane • July—State Interagency Coordinating Council - Burien • August—OSPI Summer Institute Yakima OSPI Summer Institute - Bellevue • October—Head Start & ECEAP Fall Meeting - Spokane Washington Association for the Education of Young Children (WAEYC) Conference - Spokane • November—School Readiness Summit - Seattle In August 2004, the preliminary draft was reviewed by the Panel and by

“WALKING IN WONDER: Nurturing Orthodox Christian Virtues in Your Children” By Elizabeth White

My recently-published book, Walking in Wonder: Nurturing Orthodox Christian Virtures in Your Children, assumes certain truths: 1. That the ultimate aim of education is to assist others along the pathway to God. 2. That a person’s spiritual growth begins with everyday experiences in the early years of life 3. That spiritual development is determined by what a child absorbs from her immediate surroundings and by how well the Holy Spirit is allowed to enter her life on a daily basis 4. That parents, teachers and all caregivers must provide an environ7

several other interest groups. Their input and comments are reflected in the Preliminary Draft posted on their website: www.governor.wa.gov/ earlylearning. The development of the Washington Early Learning and Development Benchmarks is a partnership between the Office of the Governor and the Office of the Superintendent of Public Instruction (OSPI), with sponsorship from the Head Start-State Collaboration Office, OSPI, Department of Social and Health Service and the Department of Community Trade and Economic Development. More information can be found on their website.

ment that helps develop Christian attitudes toward self, others, the world and Christ. Each chapter explains one important aspect of spirituality and concludes with some practical suggestions for nurturing these qualities, or virtues, in children. Although WALKING IN WONDER is targeted to Eastern Orthodox Christian parents, a former Southern Baptist reviewer has commented that there is much in it that would be beneficial to anyone of any faith. The book is available online from amazon.com and conciliarpress.com. A limited number are also available directly from Elizabeth ([email protected]). About the Author: Elizabeth White is an instructor for MTP of Spokane and the Director of Spokane Montessori School North. She took the Montessori training from Sharlet McClurkin twenty years ago and credits the development of many of the thoughts expressed in this book to her Montessori experiences.

Book Reviews RAISING AMERICA By Ann Hulbert Reviewed by Rene Derby

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n Raising America, Ann Hulbert attempts to give readers a historical perspective on childrearing philosophy with a soft feminist undercurrent and allows for a better understanding of how current opinions regarding early childhood development took their present forms. Hulbert reviews the school of thought developed in 1957: “Being a gentle role model and companion was very important, but what Dr. Spock was also proposing and had been from the start, was that mothers be genial social facilitators who encouraged conformity without causing discomfort or confrontations.” (250) As a good illustration of the importance of adaptability, Hulbert emphasizes that nothing happens in a vaccum. People working with young children need to be flexible in their thinking. Hulbert draws on Gesell to exemplify the nessecity for adaptability: “Those inner maturational forces inevitably worked in tandem with environmental influences. “ (157) Hulbert takes a hop, skip and a jump through American history, in an attempt to provide readers with the major trends for childrearing in America and how each school of thought evolved out of the previous. She gives personal history for each of the “experts” and offers her

opinion about how their upbringing affected their ideas of child development and the roles parents should play in their children’s lives: “There is a reason child-rearing advisers have always proclaimed the importance of the first three years, and it is not based on the latest brain research. It is that the first three years are the experts’ best bet to make any mark on parents.” (370)

and growth rate. He finds developmental theorists urging us to respect the child’s individuality, as well as recognizing the pattern their maturation follows. “Maturational Theorists recognize that while development follows specific sequences, children do grow at different rates.” (p 12) Gesell emphasized that every child has a unique inborn growth rate and temperament and he urged us to respect each child’s individuality.” (p 13). “Piagetians also urge us to take our cues from the child. We help RECLAIMING CHILDHOOD children the most by giving them By William Crain opportunities to work on problems Reviewed by Kris Goodman, they find most interesting.” (p13). Renton, WA “Like Gesell, attachment theorists argue that infants are biologically ow many of us look at our prepared to guide us with respect to kids and think of them as “children” the experiences they need. (p 13) In living in the here and now, not as regard to learning, “we need to stay “future adults” for which we need to sufficiently in the background to give prepare them? This is what William children the freedom to learn by Crain encourages us to do in themselves.” (p 28) Reclaiming Childhood. His philosoLooking at education today, phy is that “we need to value Crain calls for a child centered childhood for the precious time it is, philosophy. He sees the challenge not simply as a time to prepare our that this calls for openness on the kids for their futures. We are so part of the adult. The educator is preoccupied with their [children’s] required to observe the child and future, we cannot see and value them find out what is meaningful to for what they are: children.” (p.1) them, and then give them the He looks both at play within the opportunity to master that material. home as well as education. He “There is broad agreement within highly encourages child-centered and outside the standards moveeducational philosophies such as ment that students in traditional Montessori, Waldorf, and progresschools don’t like their work very sive schools. While the approaches much and don’t work very hard at may differ, their uniting thread is it. But, the standards movement the fact that they respect children doesn’t call for more intrinsically for their nature. interesting work – work that stuCrain reviews different philosodents find meaningful. Instead the phies of child development, and movement calls for more external again, finds a common thread. pressures and incentives.” (p.159) While children go through specific Imagine what the long-term effects sequences of development, they of this will be on our children. each have their own temperament

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MIA Board of Directors 2004-05 President Christine Brasier [email protected] Vice President & Treasurer Rhonda Gear [email protected] Secretary Kris Goodman kris j [email protected] Educational Director & Ex-officio Board member Hope Caprye-Boos [email protected] MACTE Representative & Conference Committee Meredith Lombardi [email protected] Newsletter Editor Sharlet McClurkin [email protected] Nominating Committee Heidi Tessier [email protected] Membership Chair Carol Codd, Seattle [email protected] Web Site Normi Son [email protected] Korean General Member Chang Sook Moon [email protected] International Trainers Jane Suchen Wang, Taiwan [email protected] Debbie Young Sook Lee, Korea [email protected]

New MIA Schools & Certified Teachers 2004 NEW MIA INDIVIDUALS

NEW MIA SCHOOLS

March 2004 PHILIPPINES Lei Dino, 2 1/2-6 Janet Antiojo Glase, 2 1/2-6 Elena Malindao, 2 1/2-6 Josefina Oblego, 2 1/2-6

May 2004 SEATTLE, WA Veranda Montessori School

HOUSTON, TX Robin Godoy, Birth to 3 April 2004 RICHMOND, B.C. Nusrat Haq, 2 1/2-6

KOREA Son Ji Hee, 2 1/2-6 Lee Ho Jeon, 2 1/2-6 Kim, Nam Lim, 2 1/2-6 CHICAGO, IL Cindy Roberts, 2 1/2-6 August 2004 NEW JERSEY Karina Cruz, 2 1/2-6 KENT, WA Sharolyn Moffit, 2 1/2-6

May 2004 RICHMOND, B.C. Ali Tasneem, 2 1/2-6

BURLINGTON, WA U.K. Parveen, 2 1/2-6

SAMMAMISH, WA Mala Nyak, 2 1/2-6 June 2004 BOISE, ID Amber Mallet, 2 1/2-6 SEATTLE, WA Carol Codd, 6 - 9 Theresa Selby, 2 1/2-6 KENT, WA Shannon Wilson, 2 1/2-6 July 2004 KENT, WA Swati Roy, 2 1/2-6 Yoon Mi Shin-Kim, 2 1/2-6

September 2004 PHILIPPINES New Age Montessori School University of Saint Anthony Eastern Visayas International Montessori School City Montessori School November 2004 ISSAQUAH, WA Sunnybrook Montessori

RENTON, WA Erin Isebrands-Willison, 2 1/2-6

SILVERDALE, WA Discovery Depot Montessori School

November 2004 TAIWAN Mindy Min Hoi Lin, 2 1/2-6 Eileen I-Ing Sun, 2 1/2-6 Ann Chiao-Jun Wu, 2 1/2-6 Ivy Chia-Jung Tsai, 2 1/2-6 Allen Wang-Lin Lin, 2 1/2-6 May-ling Tsai, 2 1/2-6

December 2004 KENT, WA Gloria Bell, 2 1/2-6

HONG KONG Ming Yeung, 2 1/2-6 Yee Jing Yi, 2 1/2-6

August 2004 EDMONDS, WA Olympic View Montessori School

October 2004 COLORADO SPRINGS, CO Katherine Pauciello, 2 1/2-6

LOS ANGELES, CA Luis Miguel Rivera, 2 1/2-6

SEATTLE, WA Wenru Sun, 2 1/2-6

SPOKANE VALLEY, WA Children’s Montessori Center

COLORADO SPRINGS Joy Isley, 2 1/2-6

TAIWAN Castle of Knowledge Chi-Hsieng Kindergarten Maria Montessori Kindergarten Ten-Ten Preschool Annabel Children School Shin-Tian-Di Preschool Truth Montessori Preschool Wonderland Education Grp 1 Wonderland Education Grp 2 Ta-Chen Children’s Daycare Center A Book Montessori School Yo-Ai Daycare December 2004 SEATTLE, WA Ninth Avenue Children’s House

New Address for MTP of WA and MIA 23807 98TH Avenue S., Kent, WA 98031 The telephone numbers for MIA and MTP of WA remain the same: 866-856-2262 and 253-859-2262

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2005 - 2006 Membership Form To become a MIA member, please complete the applicable portion of the following form. Each year, renewing membership fees are due on or before June 1st. Please circle the type of membership and submit the appropriate fees to the address below. Checks should be made payable to Montessori Institute of America (MIA).

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One Year Individual International Membership

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Two Year Individual International Membership

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SCHOOL MEMBERSHIP Owner $100 New MIA School Membership

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Mail to: Montessori Institute of America, Membership Committee 23807 98TH Avenue S, Kent, WA 98031 Phone: (866) 856-2262 or (253) 859-2262 Fax: (253) 859-1737 10