Mccormick montessori: Montessori Child Care | Swedish Hospital

Nancy McCormick Rambusch and the American Montessori Movement

Nancy McCormick Rambusch (1960)

Nancy McCormick Rambusch’s Early Interest in Montessori

Nancy McCormick Rambusch discovered the writings of Maria Montessori as an undergraduate at the University of Toronto in the late 1940s. Following graduation, she studied in Paris as a French government fellow and had the opportunity to visit a Montessori school. On June 2, 1951, she married Robert Rambusch, and after having her first child the following year, she became more interested in Montessori education as an alternative to the local parochial schools. She attended the tenth International Montessori Congress in Paris, where she met Mario Montessori, the son of Maria Montessori and the leader of the Association Montessori Internationale (AMI). There she learned that she would have to undergo authorized teacher training if she wanted to organize a Montessori school in the United States.

A letter from Mario Montessori to Nancy McCormick Rambusch regarding the teacher training course and the future of Montessori in the United States. Click image to view the original document.

Reintroducing Montessori to the United States

The Montessori method of education was first introduced to the United States in the early 1900s. However, it quickly fell out of favor with American educators. Widespread American interest in Montessori did not return until the 1950s, thanks in large part to Nancy McCormick Rambusch. In September 1953, Rambusch published the first American article on Montessori education written for a general audience to appear in several decades. “Learning Made Easy” was published in the first issue of Jubilee magazine.

In September 1954, pregnant with her second child, and with her son Rob in tow, Rambusch the United States left for London to attend the teacher training course offered by the Maria Montessori Teacher Training Center. She completed the Montessori Primary Course with Distinction in Spring 1955 and then immediately enrolled in the Montessori Elementary Course, which focused on teaching children ages 6-12. Upon her return to her home in Greenwich Village, New York, Rambusch set up a small Montessori playgroup consisting of her own two children and several preschoolers from the neighborhood.

In 1956, Rambusch and her family moved to Connecticut, where she met a small group of parents who were similarly dissatisfied by the education offered by local Catholic parochial schools and who were interested in establishing a Montessori school in the United States. Together, these parents opened the Whitby School in Greenwich, Connecticut, in 1958, in a renovated barn on the property of Georgeann Skakel, with 17 students enrolled and Nancy McCormick Rambusch serving as the headmistress. Whitby was the first Montessori school in the United States.

A letter from Nancy McCormick Rambusch to Mario and Ada Montessori informing them that a Montessori school would be opening in Greenwich, Connecticut. Click the image to view the original document.

The Growth of Montessori in America

By 1959, the Whitby School had outgrown its original home in the renovated barn and moved into rented classrooms in Byram, Connecticut.

A letter from Nancy McCormick Rambusch to Mario Montessori informing him of the expansion of Whitby and her plans to establish a teacher training program. Click the image to view the original document.

By December 1959, the school had grown to 63 children. In 1961, Whitby moved again—this time into a new 150 student school building in Greenwich, Connecticut. That same year, Time magazine and The Saturday Evening Post published articles on Whitby. These stories helped foster national interest in Whitby and the Montessori method.

The growing interest in Montessori education in the United States fostered demand for Montessori trained teachers, which were in short supply. While AMI was able to supply some international teachers, Rambusch sought to establish a teacher training center in the United States in connection with Whitby. The first training courses used Whitby classes as a model, giving trainees an opportunity to observe a Montessori classroom in practice.

In June 1959, Rambusch was appointed the representative of AMI in the United States. She was tasked with forming Montessori schools in the United States, establishing an institution for training teachers in the Montessori method, and helping to establish a Montessori Society in the United States that would be affiliated with AMI. She founded the American Montessori Society in 1960. Two years later, with Nancy McCormick Rambusch serving as president, the American Montessori Society took over the role of sole representative of AMI in the United States, with the responsibility of promoting, fostering, developing, and disseminating the Montessori method, as well as establishing AMI approved teacher training programs in the United States.

The Americanization of the Montessori Movement

In order for the Montessori method to be taken seriously within the United States, Nancy McCormick Rambusch believed it needed to be integrated into the existing system of American educational training, rather than exist outside of it. Attempts to retain the purity of Montessori teaching by ignoring the latest research in developmental psychology and American educational theory would hinder widespread acceptance of the Montessori method in the United States.

The signed agreement between AMI and AMS. Click the image to view the original document.

Rambusch was a leading proponent of modifying the Montessori method to fit American culture. While she believed that Montessori education in America should start with the classic model created by Maria Montessori, she sought greater flexibility in the materials used to teach students, the ages at which students were supposed to master certain skills, and the role of Catholicism in Montessori education. Although Rambusch was active in Catholic circles, she recognized that Montessori had to transcend religious boundaries and would have to acquire nonsectarian appeal if it was to succeed in the United States. She also firmly believed that aspects of the Montessori method had to be modified to accommodate the culture of mid-twentieth century America and its children, and that the movement should not be confined to private institutions.

These ideas strained relations with AMI, which felt that Dr. Montessori’s principles were universal and could not be modified without destroying their integrity. Despite good-faith attempts on both sides, the philosophical differences could not be reconciled, while additional controversies over finances and control deepened the rift. Ultimately, in 1963, AMI withdrew its recognition of AMS as a Montessori society, and from that point to the present AMS has existed independently of AMI.

Mario Montessori’s “A Long Letter to Montessorians in America” (1963). Click the image to view the original document.

In “A Long Letter to Montessorians in America,” (1963) Mario Montessori looked back on the origins of the American Montessori movement. Despite their differences, he spoke of Rambusch with admiration as “[t]he young woman who, unknown in the educational field, alone, unqualified and unexperienced set herself to struggle against the might of organized prejudice in order to achieve the re-introduction of Montessori in America.” He credited her with the revival of the Montessori movement in the United States:

“It was Mrs. Rambusch who illustrated [the results of the Montessori method] in articles and in lectures, and when people came and saw for themselves, Montessori ‘exploded’ in the United States, and with it exploded Mrs. Rambusch by multiplying her efforts to propagandize Montessori all over the country. . . . I wonder how many nights she slept, or how many of them at home. I wonder how in all this turmoil she found the time to write a book or to cope with the confusion of people who insisted in starting schools and Montessori groups and importing trained or half-trained people from Europe and Asia.”

The American Montessori Society experienced challenges common to many new organizations. It was bombarded with a growing national interest. Demand for information about the Montessori method, advice on how to start Montessori schools, and requests for Montessori-trained teachers quickly overwhelmed the society’s limited resources. In an effort to improve the functionality of the organization, the AMS Board hired Cleo Monson as Executive Secretary in January 1963. In June of that year, Nancy McCormick Rambusch resigned as president of AMS and embarked on a distinguished career in children’s education. She continued to be a prominent voice in the American Montessori movement until her death in 1994.

Pamplin Media Group – From McCormick’s to Montessori

A Beaverton building finds new life after notable Beaverton-Hillsdale Highway fish restaurant closes its doors

Work is under way to turn a former Beaverton landmark restaurant into a new Montessori school.

Since the beginning of April, shortly after long-time tenant McCormick’s Fish House and Lounge abruptly closed its doors, crews have been tackling seismic upgrades, interior upgrades and exterior landscape work in order for the building to be ready for a first group of students in the fall.

Higher Ground, which will operate the new Guidepost Montessori school, was founded in 2016 and has its headquarters in Lake Forest, California. The Beaverton school is the organization’s first location in Oregon.

The company selected Beaverton based on a list of criteria that includes a family-oriented suburban community, neighborhoods with children ages 0 to 9, an identified need for pre-school services and existing competition.

“We look at up to 12 competitors (in an area),” Camille Pratt, senior marketing director for Higher Ground, said. “The biggest thing is really how many locations have a wait list. We’re also looking at their tuition rates.”

The building that formerly housed the McCormick’s restaurant also offered some features the company finds attractive: location on a main road or near the center of town, accessibility, curb appeal and visibility from the road.

A D V E R T I S I N G | Continue reading below

“We also consider attributes about (a building’s) architecture — (if it has) some good bones,” Pratt said. “We still usually have to do substantial construction on the inside. Montessori classrooms are typically double the size of a traditional preschool classroom. We also like spaces with a lot of natural light (because) environment is very important to the Montessori method.”

Retrofitting the building on Beaverton-Hillsdale Highway to serve as an educational facility required some major pre-planning, according to Pratt and Joe Hughes, the owner of Joe Hughes Construction, the project’s general contractor.

Built in the early 1970s, the building originally housed a

restaurant called the Rusty Mill, according to Hughes, who grew

up in the Beaverton area. When that restaurant closed, McCormick and Schmick’s opened a restaurant specializing in seafood and

steaks. The bar area, with a large fireplace and stained glass accents, became a favorite watering hole for locals.

A D V E R T I S I N G | Continue reading below

When McCormick’s closed its doors at the end of March, the company issued a statement indicating it had decided not to renew its lease, which had expired.

Within a few days, crews had started demolishing the interior of the building, Hughes said. Unique stained glass features were removed, as were light fixtures, tables and booths.

“We basically gutted the building,” Hughes told the Business Tribune.

As part of the renovation, workers removed 45 years’ worth of trees and landscaping along the side of the building that led to a back parking lot. The trees were sent to a local mill, Hughes said. Retaining walls were added along the side of the building.

The back parking lot area was leveled and is being turned into playground spaces.

A back portion of the restaurant building that was added as an extension was updated to include windows.

A D V E R T I S I N G | Continue reading below

Inside the building, old wood paneling and finishes were removed. New weight-bearing structural elements were added throughout the building, bringing it up to date with current seismic codes.

A patio section that was used for outdoor restaurant seating also will be converted into an outdoor secured play area. An ADA-compliant ramp will be installed

from the building to the street-

level sidewalk. Parking spaces

will remain at the front of the property.

Construction work on the building is scheduled to be completed by the end of July, Hughes said.

A D V E R T I S I N G | Continue reading below

The school is already about one-third of the way to full enrollment, according to Pratt.

“Beaverton has … had a lot of interest so far,” she said.

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Rambusch, Nancy McCormick [WorldCat Identities]

Overview

Publication Timeline

.

Most widely held works by
Nancy McCormick Rambusch

Dr. Montessori’s own handbook by
Maria Montessori(
Book
)
9
editions published

between
1965
and
2011
in
English and Undetermined
and held by
875 WorldCat member

libraries

worldwide

This short, illustrated guide to the use of Montessori classroom materials describes how to set up a “children’s house”–An
environment for learning where children can be their own masters. Frames, geometrical objects, colored numerical rods, and
many other items are familiar features of any Montessori classroom, and Montessori explains how to use them with preschool
children to stimulate their powers of observation, recognition, judgment, and classification. She stresses that each child
approaches the apparatus differently, while the role of the adult is to let the child experiment, perceive his own mistakes,
and run his own risks in learning

Learning how to learn; an American approach to Montessori by
Nancy McCormick Rambusch(
Book
)
19
editions published

between
1909
and
2013
in
English
and held by
717 WorldCat member

libraries

worldwide

Learning how to learn : an American approach to Montessori. Foreword by George N. Shuster. A Montessori bibliography of materials
in the English language, 1909-1961, compiled by Gilbert E. Donahue by
Nancy McCormick Rambusch(
Book
)
3
editions published

in
1962
in
English
and held by
8 WorldCat member

libraries

worldwide

Intuitive and intentional change agentry by
Nancy McCormick Rambusch(

)
5
editions published

in
1977
in
English
and held by
6 WorldCat member

libraries

worldwide

Montessori’s flawed diffusion model : an American Montessori diffusion philosophy by
Nancy McCormick Rambusch(
Book
)
2
editions published

in
1992
in
English
and held by
6 WorldCat member

libraries

worldwide

This paper contends that Maria Montessori had a negative effect on the diffusion of the Montessori method in the United States.
Throughout her life, Montessori held to the belief that her thoughts and their expression remained her exclusive intellectual
property. She therefore tried to exert as much control as possible over the training of teachers in her methods and the establishment
of Montessori schools. The main flaw of this approach was that teachers versed in her method were invited to see themselves
as independent contractors, not as teachers working with other educators in the community. After the second World War, Nancy
McCormick Rambush and a number of educators in the United States who admired Montessori’s educational methods but not her
restrictive personal control established an American Montessori movement. This American Montessori movement supported: (1)
the critical role of parents as first teachers; (2) American Montessori education as a plurality of possibilities, not as
a single orthodox iteration of Maria Montessori’s thought; and (3) a reevaluation of the process of transmitting Montessori’s
message, in which insights on the Montessori method in America are seen as coming from those who receive the massage, not
those who send it. (MDM)

Annotated bibliography and critique of selected Montessori works in English by
Nancy McCormick Rambusch(
Book
)
1
edition published

in
1962
in
English
and held by
5 WorldCat member

libraries

worldwide

Montessori as an American public school alternative by
Nancy McCormick Rambusch(
Book
)
1
edition published

in
1976
in
English
and held by
5 WorldCat member

libraries

worldwide

The authentic American Montessori school : a guide to the self-study, evaluation, and accreditation of American schools committed
to Montessori education(
Book
)
1
edition published

in
1992
in
English
and held by
4 WorldCat member

libraries

worldwide

An American Montessori Elementary Teacher : Indigenous American Montessori Models by
Nancy McCormick Rambusch(
Book
)
1
edition published

in
1992
in
English
and held by
4 WorldCat member

libraries

worldwide

Maria Montessori’s child-centered teaching method came to the United States in 1913 and became linked with an approach to
progressive education and child rearing which many Americans considered permissive. During the post-World War II years, advocates
of Montessori’s method combined this permissive mode with elements of an authoritarian mode to produce an authoritative approach
to teaching young children. Following this approach, educators at the Princeton Montessori School have developed and implemented
a firm yet empathic teaching model for their classes. The social system which the teachers have developed in their classes
respects children’s intrinsic motivation in the form of a benign token economy, called a credit-debit system. In this system
the rules of the classroom, and the rewards and sanctions attending the rules, are developed cooperatively between teacher
and children. Teachers consider the small group as the basic unit of social organization for the presentation of lessons.
Teachers present curricular subject areas in a sequence of steps which are numbered and which correspond to a set of materials
preassembled by the teacher and directly accessible to the children. For each subject, students keep personal interactive
journals which contain written and illustrated work for the whole year. Through these methods, teachers at the Princeton Montessori
School demonstrate that they have understood the basic message of Montessori and imbedded that message in a culturally sensitive
and appropriate form of schooling. (MM)

Views on Pre-School Education and Day Care by
Nancy McCormick Rambusch(
Book
)
1
edition published

in
1969
in
English
and held by
2 WorldCat member

libraries

worldwide

There is a clear need in our country today for early education programs aimed at accelerating the cognitive development of
disadvantaged children. Another need is for centers to care for the children of working mothers. Our traditional nursery schools
have deemphasized early cognitive development while day care programs have been focused on deprived children and inadequate
parents. There are some marginally successful compensatory preschool programs under Head Start impetus, but these programs
have little in common with conventional preschool education. The popular conceptions of preschool education and day care have
little to do with meeting the child’s cognitive needs or his mother’s need for self-esteem. What we need today is a new program
design that combines temporal flexibility with known effective child care and educational practices. It is recommended that
these new blends of early education and child care be developed to avoid identification with indigence and maternal ineptness.
Those programs should provide incentives for mothers to become involved so that through training, they achieve self determination.
It is further recommended that researchers be funded to continue to search for the most effective techniques of early education.
(Mh)

more

fewer

Audience Level

Audience level:
0. 00
(from
0.00
for
Dr. Montes
… to
0.00
for
Dr. Montes
…)

Related Identities

• Montessori, Maria 1870-1952 Author
• Povell, Phyllis Author
• Donahue, Gilbert E.
• Princeton Center for Teacher Education, NJ
• Orem, Reginold C.
• Stevens, George L.
• Stoops, John A.
• Shuster, George Nauman
• Piaget, Jean 1896-1980
• Pearce, Lucia

Associated Subjects

Active learning Business–Data processing Child development Child psychology Cognitive learning College students Computer-assisted instruction Creative activities and seat work Dance for children Diffusion of innovations Early childhood education Education Education, Elementary Education, Preschool Education, Preschool–Philosophy Education, Primary Educational games Educational innovations Educational psychology Electronic data processing Employees–Training of Experiential learning Homebound instruction Home schooling Infant psychology Learning Learning, Psychology of Learning ability Learning disabilities Learning strategies Math anxiety Mathematics–Study and teaching Montessori, Maria, Montessori method of education Motivation in education National Dance Institute (U. S.) New York (State)–New York Note-taking Organizational learning Parenting Performing arts and children Piaget, Jean, Preschool children–Education Rambusch, Nancy McCormick Study skills Teaching Test-taking skills United States Women educators

Covers

Alternative Names

MacCormick Rambusch, Nancy

McCormick, Nancy Rambusch-.

McCormick Rambusch, Nancy

Nancy McCormick Rambusch American educator (1927-1994)

Nancy McCormick Rambusch Amerikaans opvoedster (1927-1994)

Nancy McCormick Rambusch educadora estadounidense

Nancy McCormick Rambusch educadora estauxunidense (1927–1994)

Languages

English
(56)

The History of the Montessori Education

Many parents come to Whitby because they’ve heard about our Montessori program. They’ve heard that it inspires students to become passionate, lifelong learners—and that it’s completely different from a traditional education where a teacher stands at the front of the classroom.

A little over 100 years ago, however, an Italian doctor named Maria Montessori changed education forever when she proposed a revolutionary child-centered education model. Today we’d like to share the story of the founding of the Montessori education, and reveal how Whitby contributed to the rise of Montessori within the United States.

What is the Montessori Education?

Unlike the traditional teacher-centered education, the Montessori education is focused on inspiring children to drive their own learning. Teachers guide the students and provide help, while encouraging students to choose their tasks and decide how to best approach each challenge.

Children who attend Montessori schools learn to value cooperation, stay within the framework of rules and think about how their actions affect others. Students retain their creativity and push themselves to excel due to their love of learning and their own natural curiosity. Above and beyond standard school subjects, Montessori students are taught how to fit a larger worldview into their thinking and encouraged to be curious and creative students.

Here’s a look at the history of the Montessori education:

1907: The Founding Years

At the beginning of the 20th century, Dr. Maria Montessori, Italy’s first female doctor, opened the Casa dei Bambini (Children’s House) to provide education to low-income children in Rome. Instead of using traditional teaching methods, Maria Montessori began testing her own child-centered educational theories in the classroom.

The Casa dei Bambini was unique because it focused on educating each child based on his or her development stage. Dr. Montessori encouraged children to take ownership of what they wanted to learn and worked with each child to create a personalized education that played to that child’s strengths. Children were encouraged to cooperate and work together to accomplish their goals.

In 1909, Dr. Montessori described her educational process in detail in Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini. Titled The Montessori Education in English, her book captured the attention of educators all over the world and in the next two decades, Montessori schools sprang up on all six continents.

In 1929, she founded the Association Montessori Internationale to provide teacher education and guidance to the many Montessori schools opening around the world. Today, Maria Montessori is known as one of the foremost pioneers of education in the 20th century.

The Early 1900s: Montessori First Comes to America

In the United States, The Montessori Education made a big impression. By 1912, Dr. Montessori was a sought-after speaker on this side of the Atlantic and there were over 100 Montessori schools in the U.S by the end of 1913.

As the Montessori Method gained popularity, however, it also inspired detractors. In 1914, educational reformer William Heard Kilpatrick, published The Montessori System Examined, which criticized Maria Montessori for her focus on individualism and using the senses to help children learn. A student of educational reformer John Dewey, he subscribed to Dewey’s progressive education theory and called the Montessori method outdated.

As a popular professor at Columbia University’s influential Teachers College, Kilpatrick’s campaign against the Montessori method caused it to fall out of favor with educators. At the same time, John Dewey was advancing his educational philosophies as a distinguished professor at Columbia University and as president of the National Kindergarten Association. As a result, by 1920, there were virtually no Montessori schools left in the U.S.

1958: Nancy McCormick Rambusch and Whitby Bring Montessori Back to America

Forty years after the Montessori method was forgotten in America, it was revived by parents who were passionate about finding a better way to educate their children.

Passionate about educating children, New York educator Dr. Nancy McCormick Rambusch underwent Montessori teacher training in London. In 1952, she traveled to the Tenth International Montessori Congress in Paris to learn how she could incorporate its teachings in her own classroom. Which she was at the conference, she met Mario Montessori and was inspired by him to find a way to revive his mother’s education method in the United States.

After returning home, Dr. Rambusch started teaching the Montessori method to small groups of children in New York City. Then she was approached by a small group of parents from nearby Connecticut, who were interested in founding a private school based on the Montessori education.

On September 29, 1958, the first Whitby School was opened in a carriage house just outside Greenwich, Connecticut. The school’s name was inspired a story from Whitby Abbey in Yorkshire, England where an Abbess invited a stable boy to join their education program after she recognized his musical talent.

As other parents learned about Whitby’s unique education, the school rapidly attracted more students and the first official Whitby campus was established in 1960. Whitby’s success also inspired renewed interest across the United States in the Montessori education.

Letters and people poured into Whitby from across the United States, demanding insistently that writers and visitors be given help in starting Montessori schools and teacher training programs.
– Montessori Comes to America by Phyllis Povell. pg 74

As interest grew in the Montessori education, Dr. Rambusch founded the American Montessori Society (AMS), where she modeled the ideal classroom after the Whitby program. The Whitby School also became the first certified Montessori teacher training program in the U.S.

Over the next few decades, the number of Montessori schools in the U.S. soared as educators and parents learned how this unique teaching method could build children’s confidence, creativity and love of learning.

The Montessori Education Today

The Montessori education has a long record of success preparing children to take on the challenges of the future. Many parents choose this type of education because of its long and proven history and the way it works closely with each child’s level of development. Successful Montessori graduates include Peter Drucker, Julia Child, Jeff Bezos, Sean ‘P.Diddy’ Combs, Katherine Graham, Helen Hunt, and Google founders Larry Page and Sergey Brin.

Today, the Montessori classroom is still centered around children and their educational interests and uses the latest findings about child development to ensure that each child’s education is appropriate for their level of development. The American Montessori Society is the largest organization in the world dedicated to the Montessori method, with more than 1,300 affiliated schools and almost 100 teacher-education programs.

At Whitby School, we continue to teach according to the principles of Maria Montessori and Whitby/American Montessori Society founder Dr. Nancy McCormick Rambusch. Our Montessori preschool educates children from 18 months through kindergarten and we continue the Montessori education for children in Grades 1 and 2 in our private elementary school (accredited with non-traditional Montessori age groupings. ) 

If you’re considering a Montessori preschool for your child and would like to learn more about the Whitby School, we invite you to schedule a tour of our campus.

Choosing A Montessori School | Montessori Foundation | MFA

The Prepared Environment / The Montessori Learning Environment

The furniture in the classroom is the right size for the students. The learning materials match the development capabilities, interests, and needs of the children enrolled in each class. The materials allow for multiple modalities of learning and discovery, offering a wide range of intellectual challenges.

Learning activities in the Montessori environment involve inquiry, discovery, multiple perspectives, and differing viewpoints providing continuous feedback on progress. The focus is on children’s learning, not on teachers’ teaching. Generally students will work individually or in small, self-selected groups. There will be very few whole group lessons.

A Responsive Prepared Environment: The environment should be designed to meet the needs, interests, abilities, and development of the children in the class. The teachers should design and adapt the environment with this community of children in mind, rapidly modifying the selection of educational materials available, the physical layout, and the tone of the class to best fit the ever-changing needs of the children.

A Focus on Individual Progress and Development: Within a Montessori program, children progress at their own pace, moving on to the next step in each area of learning as they are ready. While the child lives within a larger community of children, each student is viewed as a universe of one.

Montessori Learning Activities

Hands On Learning: In Montessori, students rarely learn from texts or workbooks. In all cases, direct personal hands-on contact with either real things under study or with concrete models that bring abstract concepts to life allow children to learn with much deeper understanding.

Spontaneous Activity: It is natural for children to wiggle, touch things, and explore the world around them. Any true Montessori environment encourages children to move about freely, within reasonable limits of appropriate behavior. Much of the time they select work that captures their interest and attention, although teachers also strive to draw their attention and capture their interest in new challenges and areas of inquiry. And even within this atmosphere of spontaneous activity, students do eventually have to master the basic skills of their culture, even if they would prefer to avoid them.

Active Learning: In Montessori classrooms, children not only select their own work most of the time, but also continue to work with tasks, returning to continue their work over many weeks or months, until finally the work is “so easy for them” that they can teach it to younger children. This is one of many ways that Montessori educators use to confirm that students have reached mastery of each skill.

Self-directed Activity: One of Montessori’s key concepts is the idea that children are driven by their desire to become independent and competent beings in the world to learn new things and master new skills. For this reason, outside rewards to create external motivation are both unnecessary and potentially can lead to passive adults who are dependent on others for everything from their self-image to permission to follow their dreams. In the process of making independent choices and exploring concepts largely on their own, Montessori children construct their own sense of individual identity and right and wrong.

Freedom Within Limits: Montessori children enjoy considerable freedom of movement and choice, however their freedom always exists within carefully defined limits on the range of their behavior. They are free to do anything appropriate to the ground rules of the community, but redirected promptly and firmly if they cross over the line.

Intrinsic motivation to learn: In Montessori programs, children do not work for grades or external rewards, nor do they simply complete assignments given them by their teachers. Children learn because they are interested in things, and because all children share a desire to become competent and independent human beings.

Montessori’s Communities of Learners

Mixed age groups: Montessori classrooms gather together children of two, three, or more age levels into a family group. Children remain together for several years, with only the older students who are developmentally ready moving on to the next class.

A Family Setting: Montessori classrooms are communities of children and adults. As children grow older and more capable, they assume a great role in helping to care for the environment and meet the needs of younger children in the class. The focus is less on the teachers, and more on the entire community of children and adults, much like one finds in a real family.

Cooperation and Collaboration, Rather Than Competition: Montessori children are encouraged to treat one another with kindness and respect. Insults and shunning behavior tends to be much more rare. Instead we normally find children who have a great fondness for one another, and who a free from the one-ups-manship and needless interpersonal competition for attention and prestige. Because children learn at their own pace, teachers refrain from comparing students against one another.

To Awaken and Nurture the Human Spirit

The Child As A Spiritual Being: Montessori saw children as far more than simply scholars. In her view, each child is a full and complete human being, the mother or father of the adult man or woman she will become. Even when very young, the child shares with the rest of humanity hopes, dreams, and fears, emotions, and longing. From her perspective, this goes beyond mental health to the very core of one’s inner spiritual life. Montessori consciously designs social communities and educational experiences that cultivate the child’s sense of independence, self-respect, love of peace, passion for self-chosen work done well, and ability to respect and celebrate the individual spirit within people of all ages and the value of all life.

Stewardship for the Earth: We seek to instill in our students, parents, and staff not only a reverence for the earth, its waters, and all living things, but also a sense of stewardship for the environment based on a conviction of our individual responsibility for the beauty of the land and the health of our ecosystems.

Universal Values: Montessori deliberately teaches children not only appropriate patterns of polite behavior, but seeks to instill basic universal values within the core of the child’s personality. These values include self-respect, acceptance of the uniqueness and dignity of each person we meet, kindness, peacefulness, compassion, empathy, honor, individual responsibility, and courage to speak from our hearts.

Global Understanding: All Montessori schools are, to a large degree, international schools. They not only tend to attract a diverse student body representing many ethnic backgrounds, religions, and international backgrounds, but they actively celebrate their diversity. The curriculum is international in its heritage and focus, and consciously seeks to promote a global perspective.

Social Responsibility: Montessori’s spiritual perspective leads Montessori schools to consciously organize programs of community service ranging from daily contributions to others within the class or school setting, to community outreach programs that allow children and adults to make a difference in the lives of others. The fundamental idea is one of stewardship.

The Montessori Teacher

Authoritative: The teacher is firm at the edges and empathetic at the center, the kind of adult who responds empathetically to children’s feelings, while setting clear and consistent limits.

Observer: The Montessori teacher is a trainer observer of children’s learning and behavior. These careful observation are recorded and used to infer where each student is in terms of his or her development, and leads the teacher to know when to intervene in the child’s learning with a new lesson, a fresh challenge, or a reinforcement of basic ground rules.

An Educational Resource: Montessori teachers facilitate the learning process by serving as a resource to whom the children can turn as they pull together information, impressions, and experiences.

Role Model: Like all great teachers, the Montessori educator deliberately models the behaviors and attitudes that she is working to instill in her students. Because of Montessori’s emphasis on character development, the Montessori teacher normally is exceptionally calm, kind, warm, and polite to each child.

What Montessori Teachers Do

Respectfully Engaged With The Learner: The Montessori teacher recognizes that her role is not so much to teach as to inspire, mentor, and facilitate the learning process. The real work of learning belongs to the individual child. Because of this, the Montessori educator remains conscious of her role in helping each child to fulfill his potential as a human being and of creating an environment for learning within which children will feel safe, cherished, and empowered.

Facilitates The “Match” Between The Learner And Knowledge: Montessori teachers are trained to identify the best response to the changing interests and needs of each child as a unique individual. Because they truly accept that children learn in many different ways and at their own pace, Montessori educators understand that they must “follow the child,” adjusting their strategies and timetable to fit the development of each of their pupils.

Environmental Engineer: Montessori teachers organize appropriate social settings and academic programs for children at their own level of development. They do this to a large degree through the design of the classroom, selection and organization of learning activities, and structure of the day.

Dr. Nancy McCormick Rambush, founder of the American Montessori Society and Co-founder of the Montessori Foundation, identified the following characteristics of an “authentic” Montessori school:*

* These ideas are excerpted from The Authentic American Montessori School: A Guide to the Self-Study, Evaluation, and Accreditation of American Schools Committed to Montessori Education, by Dr. Nancy McCormick Rambush and Dr. John Stoops, published in1992 by the Commission on Elementary Schools of the Middle States Association of Colleges and Schools and the American Montessori Society.

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Caedmon School, Daytime – Caedmon School

Caedmon School is an independent co-educational elementary school located on Manhattan’s Upper East Side in New York City. The school, which uses an “inspired” Montessori curriculum, was the first Montessori school established in New York City and the second school in the United States.

Founded in 1962, the school currently has about 255 students from kindergarten to fifth grade.

CONTENT

• 1 school
  • 1.1 Other programs
• 2 History
  • 2.1 Name “Caedmon”
• 3 Curriculum
• 4 links
• 5 External links

School

The school is located in a large townhouse on East 80th Street between First Avenue and York Avenue on the Upper East Side. The school’s curriculum is based on four core concepts: community, diversity, Montessori and academic excellence. With a faculty of over 40 members, the student-faculty ratio is generally approximately 6:1. Class sizes vary from 16 to 20 students, with lower grades having two teachers per class.

Caedmon School has mixed age classes for children from 3rd to 2nd grade. Kindergarten and third to fifth grade are for the same age group. After graduating from Caidmon, fifth grade students attend some of the best prep schools in New York. In recent years Cadmon’s students have moved on to various schools including: Allen-Stevenson, Brearley, Browning, Chapin, University College, Columbia University, Dalton, Horace Mann, Nightingale-Bamford and Spence.

The following are Caedmon’s nine educational programs for children in preschool and primary education:

• Young beginners (2 to 2.6 years old)
• Beginners (under 3)
• Early Program (ages 3-4)
• Elementary (kindergarten to grade 5)

Tuition at Caedmon for the 2012-2013 school year ranges from $27,000 per year for a half-day preschool class to $49,000 per year for an elementary school program.

Other Programs

In addition to its core academic activities, Caedmon also offers a range of additional programs including special club activities, after school activities, babysitting and a well-established music program.

The school also hosts a Caedmon Discovery camp each summer. The six-week program provides an educational summer experience built on the same basic principles as the school’s academic program.

History

Caedmon School’s brownstone façade on East 80th Street

At the time the Caedmon School was founded in 1962, Montessori education was enjoying its second rise in popularity in the United States. In the late 1950s, Montessori-trained Nancy McCormick Rambouch returned to the US with the idea of ​​resurrecting Montessori education. Rambouch was the first to establish the Whitby School in Greenwich, Connecticut, which became the flagship school of American Montessori. At 1960 AD Rambouch founded the American Montessori Society (AMS).

Historic Caedmon logo

Caedmon cow painted by Robert Rambouch c. 1962

By the fall of 1961, a group of ten New York families who had attended the Rambouch talks began planning the school. Like Whitby in Connecticut, Caidmon was intended to be a lay Catholic school, but a school that would also appeal to a diverse community of different religions. Some families had conflicting goals on certain issues, including the location of the school and the inclusion of religious instruction. Some of these families decided to split up to start their own school, which later became the Westside Montessori School. The remaining families were to become the founding trustees of Kedmon: Marilou and William Doyle; Elizabeth and Vincent Connelly; Joyce and Daniel Flynn; Nelly and Thomas Mahoney; and Robert Hurley. The Caedmon School will be the first Montessori school to be established in New York City. At the time, Caedmon was the second Montessori school in the United States.

In 1969, Josephine Hartog took over as Headmaster, which she held until 1974. She was succeeded by Nancy Rambouch, who ran the school in the late 1970s. Rambouch, who was instrumental in reviving the Montessori schools in the United States by adapting the program to American educational culture, was a strong influence on Caidmon’s development. Also in the 1970s, Cadmon created what was at the time the first afterschool program among Manhattan’s independent schools.

Carol Gose DeWine, who joined Caedmon in 1970, was appointed principal in 1979. She held this position until 2007, making her one of the oldest independent school principals in the New York area.

In the fall of 1994, Cadmon approached interested families to help set up a school diversity fund.

In 2002, the National Association of Independent Schools’ Excellence Program recognized Caedmon with its Curriculum Innovation Award. In 2005, the school opened a new sports hall and science center.

In the 2012-2013 academic year, Caedmon celebrated its 50th anniversary.

Title “Caedmon”

The school was named after Caudmon, the earliest recorded English poet. The founders of Caedmon decided to choose a name that pays homage to The Whitby School, the first Montessori school in the US, which was the inspiration for Caedmon School. It is well known that the poet Caudmont was buried in the English town of Whitby, after which the Whitby School was named.

Curriculum

Caedmon’s brownstone facade on East 80th Street, New York

Caedmon’s curriculum takes a Montessori-inspired approach and reflects the highest standards of the most competitive independent schools. A key component of the Montessori method is a well-prepared classroom environment that allows for self-directed and independent learning. Students acquire effective work and study skills in an environment that encourages independence, self-directed learning and responsibility.

At each stage, the curriculum and instructions take into account the preparation for the next stage of children’s education. In the initial program, students are introduced to the core areas of the curriculum: language arts (i.e. reading, writing, spelling, handwriting), mathematics, and social studies.

The Caedmon curriculum is expanded and enriched with regular classes in art, computer, foreign languages ​​(Spanish and Latin), library, music, violin, science and physical education (including yoga) taught by experts outside the classroom.

Recommendations

• Exclusivity attracts large crowds; Private schools are booming, but demand is outpacing growth. New York Times, October 15, 1999
• Board: Wonderland II. New York Times, January 7, 1990
• A “multicultural” school that celebrates the differences between multinational children. New York Times, February 16, 1994
• Tribute to Dr. Blackburn. School Trumpet

External Links

• Caedmon School

Coordinates: 40°46′21. 22″N, 73°57′4.57″W / 40.7725611°N 73.9512694°W / 40.7725611; -73.9512694

Swedish Hospital – Wikipedia

) – 312-bed ^[1] is a nonprofit teaching hospital located on the north side of Chicago, Illinois. The hospital offers more than 50 medical specialties, including neurosurgery for the spine and brain, integrative cancer treatment, heart services (including electrophysiology), women’s health services, childbirth, and emergency services. ^[1] The hospital employs more than 600 doctors. ^[1] and 2500 employees. ^[2] The hospital is accredited by the American Osteopathic Association Hospital Accreditation Program. ^[3]

The Swedish Hospital was founded in 1886 and is historically associated with the Evangelical Covenant Church (also called, Swedish Treaty since many of its members were Swedish). In 2019, it announced that it would become part of the NorthShore University HealthSystem. ^[4]

Content

• 1 History
• 2 centers, departments and institutions
  • 2.1 Chicago Institute of the brain and spine
  • 2.2 Orthopedic services
  • 2.3 Treatment of cancer
    • 2.3.1 radiation therapy
  • 2.4 Childbirth
  • 2.5 Emergency services
  • 2.6 Cardiology and cardiac services
    • 2.6.1 Electrophysiology
    • 2.6.2 Cardiac catheterization
    • 8 Statistics
    • 9 Notable people
    • 10 References
    • 11 external link

    History

    The Swedish Covenant was founded as a House of Mercy on 1 April 1886 by the Swedish authorities. Evangelical Covenant Church Friends of the Mission. ^{[5] [6] [7]}

    In 1899, the hospital opened a nursing education program. By 1923, fifty physicians had joined the staff, and the hospital earned recognition from both the American Medical Association and the American College of Surgeons. ^[8]

    In 1903 the hospital completed its first expansion with Delano Hall. ^[8]

    In 2004, the Swedish Covenant Hospital became a member of the Planetree Alliance, an organization that develops and implements patient-centered care guidelines. ^[9] The hospital retained its membership until 2009. ^[10]

    In 2012, a lawsuit was filed against the Swedish Pact that attracted national attention after the Associated Press reported on the lawsuit. The lawsuit alleged that the hospital failed to fulfill its mission by failing to provide adequate free care at reduced prices to two low-income uninsured patients. ^[11]

    In March 2014, the Swedish Covenant Hospital became affiliated with St. George’s, University of London. ^[12]

    In autumn 2014, the Majora Rosenberg Women’s Health Center was opened at Swedish Covenant Hospital. ^[13] In November 2014, Swedish Covenant Hospital announced a partnership with Land of Lincoln Health (LLH) to offer health plans for individuals and small businesses. ^[14]

    In June 2015, Swedish Covenant Hospital opened its first emergency care center in Chicago’s Sauganash neighborhood. ^[15] In November 2015, Mark Newton announced his intention to step down as president and CEO of the company in June 2016. ^[16] He was replaced by Anthony Guaccio, who was previously the company’s chief operating officer. ^[16]

    In May 2016, Swedish Covenant Hospital’s group of midwives announced the launch of the CenteringPregnancy program, which allows pregnant women of the same due date and their providers to develop long-term relationships with each other in a comfortable group setting. ^{[17] [18]}

    In June 2019, NorthShore University HealthSystem agreed to buy Swedish Covenant. ^{[4] [7]} After the acquisition, the hospital was renamed. Swedish Hospital in 2020.

    Centers, departments, and facilities

    Chicago Brain and Spine Institute

    In 2010, the hospital launched the Chicago Brain and Spine Institute, a comprehensive program that emphasizes back and spine health and personalized treatment with surgery as a last resort. alternatives. The program includes complementary medicine and therapy programs, as well as traditional methods of physical therapy and pain relief. It also includes wellness programs at the Galter Life Center (see below). ^[19]

    Surgeons at the Brain and Spine Institute of Chicago resort to minimally invasive spine surgery when the situation calls for it. While the patient is lying on their side, very narrow instruments and a camera are inserted through a tiny hole the size of a pen to fix the disc that is causing discomfort without affecting the important muscles of the back. This procedure is known to offer faster recovery and a faster return to normal activities. ^[20]

    In June 2016, the Chicago Brain and Spine Institute, formerly known as the Chicago Spine Institute, was renamed following the additional integration of neurologists and a new neurosurgeon specializing in brain surgery.

    Orthopedic Services

    The Swedish Hospital provides sports medicine, minimally invasive treatment, and surgery and rehabilitation at its main campus. Minimally invasive procedures include direct anterior hip replacement, ultrasound-guided injections, and percutaneous tenotomy. ^[21]

    Cancer Care

    The Swedish Hospital has been designated a Community Hospital for Comprehensive Cancer Program ^[22] with a Commendation given to oncology programs that meet and exceed the American College of Surgeons Commission on Cancer’s established standards of high quality oncology care. ^[23]

    The cancer treatment available at the Swedish Hospital includes oncology advice, chemotherapy, hormone therapy, immunotherapy, radiation therapy, and minimally invasive and robotic surgery.

    Radiation Therapy

    Swedish Hospital offers radiation therapy treatment using an advanced linear accelerator, for all types of cancer. This technology enables a range of advanced techniques, including electron beam therapy for additional tumors and imaging and intensity modulation procedures for difficult-to-treat tumors. Intensity Modulated Radiation Therapy (IMRT) improves the accuracy of treatment for highly sensitive areas such as tumors in the brain, head, neck, and pelvis. ^{[24] [25]}

    Childbirth

    The Swedish Hospital has been named a Blue Distinction ^[26] center for maternity care by the Blue Cross Association Blue Shield. The hospital and medical group employs obstetrician-gynecologists and certified nurse-midwives. ^[27] for women’s health services, including childbirth. They offer natural childbirth at their family birth center, including being the only hospital in Chicago to offer nitrous oxide as an additional pain management tool. ^[28] for women in labor.

    Emergency Services

    The Swedish Hospital Emergency Service is a 24-hour department with a certified emergency medical team. Children in need of emergency care can be seen by one of the pediatric emergency specialists at the Children’s Memorial Hospital about the medical staff of the Swedish Hospital. ^[29]

    The Yelda family emergency service at the Swedish Covenant Hospital was opened in 2007 due to the closure of two neighboring hospitals – Edgewater and Ravenswood – and the number of patients has almost doubled since 2000. In March 2006, the Swedish Covenant Hospital began expansion and refurbishment of ^[30] original Emergency Department. ^[31]

    Special features include decontamination rooms to treat patients exposed to chemical agents, negative pressure rooms, and rooms that have independent air handling systems to help contain airborne pathogens such as SARS. ^[31]

    The latest renovation of the Swedish Hospital also adds additional emergency rooms, including S.A.N.E. an office (for sexually abused patients/examinations) and four rooms for behavioral health patients.

    Cardiology and Cardiology Services

    The Cardiology and Cardiology Department of the Swedish Hospital consists of the Cardiology Department, Cardiac Catheterization Laboratory and the Chest Pain Centre.

    In November 2009 the Swedish Covenant Hospital received full accreditation as a center for chest pain. Society of Chest Pain Centers.

    The cardiology department at the Swedish Covenant Hospital opened in 2003 as part of the expansion of the Galter Medical Pavilion. cardiologists, cardiac nurses and staff in order to centralize, optimize and improve the quality of care for cardiac patients. ^[32]

    Electrophysiology

    The Swedish Hospital offers electrophysiological diagnostics and treatment to correct arrhythmia and other conditions caused by the cardiac electrical system, including cryoablation and fluoroablation. This is the only hospital in Chicago that performs ablation without any X-ray. ^[33]

    Cardiac Catheterization

    Procedures and Programs in Cardiac Catheterization Lab includes: Cardiac catheterization, angioplasty and stents, cardiac ablation, pacemaker and ICD implants, pacemaker and defibrillator clinic and electrophysiology program. ^[34]

    As part of the upgrade, high performance equipment was installed, including state-of-the-art GE imaging devices, to enable cardiologists to view images on monitors in the lab to assist them during procedures. ^[34]

    Nursing

    In 1898, a nursing school was opened at the Swedish Covenant Hospital. In 1968, the program was transferred to a sister affiliate, North Park University. Many of the Swedish Covenant nurses come from North Park University, Loyola University and the University of Illinois. At Swedish Covenant Hospital, over 100 nurses are certified in Cardiology, Case Management, Critical Care, Diabetes Mellitus, Emergency, Gerontology, Home Care, Infection Control, Medical/Surgical, Obstetrics, Oncology, Pain Control, Pediatrics, Psychiatry, Physical Rehabilitation, Surgery and Injury Care. ^[35]

    Magnet of Excellence

    On May 19, 2010, the American Nursing Assessment Center recognized Swedish Covenant Hospital as a Magnet Hospital for Excellence in Nursing. The Swedish Hospital is one of only 28 hospitals in Illinois to achieve this status. ^[36]

    The Swedish Covenant Hospital began its journey to excellence in magnets in 2006. This is a program developed and sponsored by the American Nursing Certification Center to recognize excellence in the delivery of nursing services and provide a method for disseminating successful nursing practices. The Magnet Recognition Program recognizes quality in patient care, nursing excellence and innovation in professional nursing practice. ^[37]

    NICHE designation

    In 2004, Nurses Enhanced Care for the Elderly in the Health System Program (NICHE) named Swedish Covenant Hospital a NICHE designated hospital. The hospital was given “Elderly Friendly” status when they renewed their designation in 2015. ^[38]

    NICHE is a nurse-led program to develop standards and resources to help hospitals improve the quality of care they provide to patients 65 years of age and older. ^[39] In order to recertify as a NICHE hospital, Swedish Covenant Hospital completed an Annual Member Profile and Annual Program Evaluation designed to measure the hospital’s commitment to quality improvement, better patient and family care, and support for community service efforts. ^[40]

    Technological innovations

    Da Vinci Surgical System

    In 2009, Covenant Swedish Hospital purchased the third generation Da Vinci Surgical System. The Da Vinci Surgical System EndoWrist instruments are designed to mimic the surgeon’s hand and wrist movements, providing natural hand-eye coordination and excellent flexibility and control at work. ^[41] Nine physicians at the Swedish Covenant Hospital have been trained on da Vinci Si. ^[42]

    Hyperbaric Oxygen Therapy

    In 2002, the Swedish Covenant Hospital completed its hyperbaric oxygen chambers, which help wounds heal seven days faster than the national average. ^[43] 100% pure oxygen promotes better circulation and faster healing, such that diabetic patients, for example, recover 96 percent, and the average healing time at Swedish Covenant is 31.5 days. ^[44]

    On-campus partner organizations

    Erie

    Erie Foster Avenue Medical Center at the Swedish hospital provides advanced medical services and high-quality, affordable medical care. ^[45] Erie currently operates 13 other offices throughout the city and nearby hospital.

    Children’s Center

    James and Susanna McCormick Montessori The Swedish Hospital Children’s Center serves both hospital staff with young children and local residents. In Montessori, discipline focuses on teaching independence, responsibility, and self-discipline, as well as encouraging cognitive development at the child’s own pace and emphasizing the uniqueness of each child. Kindergarten is the only Montessori hospital program in the US. The Children’s Center at the Swedish Hospital offers a Montessori infant, toddler and pre-school nursery for children aged 6 weeks to 6 years. ^[46]

    Galter LifeCenter

    Affiliated with the Swedish Hospital, the Galter LifeCenter is a 69,000 square foot (6,400 m ² ) on-site medical fitness center. Galter LifeCenter offers programs and services for the mind and body, including yoga and Pilates, as well as sports training. It is the only fitness center in Chicago to offer seven Body Training Systems programs, which are licensed programs requiring the instructors who teach these programs to have additional certifications. Swedish Hospital Cardiac rehabilitation, physiotherapy and pain control programs are located at the LifeCenter. The integration of wellness and medical services makes the Galter LifeCenter a medical fitness center. ^[47]

    accreditation

    • American college of radiology ^[48]
    • Commission on the American College of Surgeons (with gratitude) ^[48]
    • Diabetic Association ^{[48] Association [48]}
    • Medical Accreditation Program ^[48]
    • Society of Chest Pain Centers ^[48]

    9 Duke, Brad (2004). “one. Ordinary upbringing. Harrison Ford: The Movies . McFarland. p. 5. ISBN 9780786420162 . Retrieved 2010-02-20.

  external link

  • Swedish Hospital
  • Swedish Hospital Foundation
  • Galter LifeCenter

  Coordinates: 41°58′31.3″N 87°41′57.9″W / 41.975361°N 87.699417°W / 41.975361; -87.699417

  Montessori method for children 1-3 years old. Teacher Tips

  What are children of this age and what do they need? In today’s Montessori article, teachers and psychologists at the Constellation Children’s Center will analyze the main features of caring for children from 1 to 3 and tell you how to organize a developing environment according to the Montessori method, based on this knowledge.

  The most important thing to remember about the first three years of life

  • From birth until the age of three, the child’s brain is tuned to absorb information coming from all analyzers: hearing, smell, taste, sight and touch develop first of all at this age

  • According to experts in the Montessori Method, it is in the period of up to three years that the very first impression of this world is formed: how safe, interesting, benevolent it is, and so on. A person carries these attitudes with him until the end of his life,

  • Teaching children is possible only through direct experience and repetition of practical actions. Toddlers from 1 to 3 years old are able to absorb many times more information than adults, provided that this information is related to the environment in which they are located, and children have the opportunity to actively explore.

  Building a daily routine for a child 1-3 years old according to the Montessori method

  The most important thing, without which Montessori ceases to be himself, is the freedom to choose actions for children, even if they are not yet three years old. Everything else is built around this.

  Required medium

  • The environment in which the child is located must be alternated: nursery, bathroom, living room, kitchen, dining room, nursery, yard, and so on,

  • It is very important for the little ones to spend enough time on the floor with toys, this is important for the proper development of both the intellect and the musculoskeletal system,

  • Outdoor walks should be included in the daily routine in literally any weather,

  • Montessori material and other toys, as well as the organization of the space of the nursery, must be appropriate for the development of the child,

  • Alternate the time of play and communication with an adult and the time when the child can be alone with him in a safe space (it is important to properly organize the nursery for this),

  • Update the set of materials and activities as your baby grows, remember that development is very fast in the first three years of life.

  Games and activities with Montessori material. Rules for parents of children from 1 to 3

  • For lessons on the Montessori method, it is necessary to prepare several different sets: the development of large and fine motor skills, cognitive development and the establishment of cause-and-effect relationships, sensory development, work with bulk materials and water, creative activities, speech development

  • The Montessori method also assumes that children, even at the age of 3, are able to independently maintain order in their play area: teach the child to study in the same place, and return the materials to the same shelf where they lay.

  • Every day on the shelf should be both activities already familiar to the child, and those that he sees for the first time

  • Give preference to simple toys and natural materials: plastic push-button toys, fed up with sounds and lights, only interfere with the development of the child

  • Demonstrate new activities only when the baby is ready for new information (healthy, in a good mood, slept and focused on you)

  • Do not forget about simple household chores, because the Montessori method for children 1-3 years old is based largely on the development of the child’s everyday independence: cleaning, cooking, mastering various fasteners on clothes and shoes must be included in the baby’s daily schedule. You can start with the simplest things and pronounce actions: “Look, mom puts the toys in the box, Petenka played, and now it’s time to clean up! Can you put that ball in the box yourself?”

  Feel free to look for inspiration, both in specialized publications and in the interests of the child himself: crazy about cars – suggest sorting cars or arrange races on a winding track, likes to mess around with sand – offer to draw patterns on it.

  Feeding

  • All child feeding should be voluntary: do not force the child to eat by the hour, just stick to the general routine and allocate a place in the house where the child can always get drinking water and healthy snacks

  • Attitudes towards breastfeeding vary among Montessori professionals, so it’s best to listen to yourself and your baby and continue breastfeeding as long as you feel comfortable with it. Remember that breast milk strengthens the immune system and is generally beneficial for the health of the baby

  • From the first years of life, teach your child to wash their hands before eating on their own,

  • Let your baby focus on food, don’t play cartoons or read books while feeding. A good topic of conversation while eating is to say the name of the ingredients, the taste of the dish, and so on: “Look, what a ruddy pancake! Petenka and her mother made dough and fried pancakes. Ruddy came out pancakes, very beautiful. What is this on our plate? It’s blueberry jam. Sweet jam!

  • Great Montessori activities for children aged 1 to 3 are cooking and setting the table: delegate simple tasks to the baby (washing vegetables, mixing dough) and teach him to lay out the necessary dishes and appliances on his own (rugs with hints can help with this)

  • Try to feed your baby with homemade food: canned baby food can never completely replace meals prepared from fresh products. Discuss with the pediatrician the transition of the child to the “adult” diet

  Montessori childcare 1-3 years old

  • As with nutrition, sleep and bedtime procedures should not be forced, try also to build a child’s daily routine in such a way that he can wake up on his own

  • For an easy bedtime, consider a sequence of actions that can calm the baby: bathing, light gymnastics with relaxing music, reading aloud

  • During potty training, try to minimize the use of absorbent diapers (the child should learn to feel the moment when he needs a toilet), choose a simple solid color potty without unnecessary decorations and functions and put it in the bathroom, be soft and consistent. Montessori teachers categorically do not recommend shaming a child for wet pants, even if it seems that the baby “did not run” through his own fault.

  • Bathing and other bodily procedures should be done with respect for the child’s body, try to forgive permission to touch different parts of the body: ask the child to stretch out his arms and legs to you, turn around, bend over. Children closer to three years old should directly ask for permission: “Can I clean your ears?”. This practice is the best way to protect children from violence: from the very youngest, the baby knows that even my mother cannot touch me without my consent.

  Principles of communication with children from 1 to 3 according to the Montessori method

  Despite the fact that many children do not master speech even by the end of this period, full communication with their parents is simply necessary for them. How to make sure that communication is full and works for the benefit of the child?

  • Not having time to master human speech, young children are extremely sensitive to all non-verbal ways of communication: facial expressions, movements, voice pitch, the nature of adults’ actions, and so on. Show your love to your baby more often: hug him and take him in your arms, play, smile and build funny faces. At the same time, try to limit interaction with your child when you are angry, as impatient movements and an irritated face will only frighten him.

  • A child is a full-fledged person who is worthy of respect from the very beginning. It is this attitude that should be read in all actions addressed to the child.

  • Children from 0 to 3 years old do not yet have sufficient voluntary attention, so all communication according to the Montessori method begins with establishing contact with the child: sit down, look into the eyes, start talking slowly, kindly, but clearly conveying the essence of your appeal,

  • Teaching a culture of communication begins with a parental example: parents should regularly use “thank you”, “please”, “can I?” and other polite words and actions from the first year of a child’s life,

  • Do not lisp and do not distort the sound of words – it is important for a child to hear the competent speech of parents. You can express your emotions with facial expressions, gestures and actions,

  • Try to consciously communicate with the child, without using the usual, but very harmful ways of praising and punishing children: “what an obedient girl!”, “I will give you to my uncle policeman if you behave badly!”, “Such a big boy, but you whimper like a girl “,” Leave me alone, don’t you see that the adults are talking?

  • Respect the child’s personal space, his right both to communicate and not to communicate: do not allow relatives to forcefully pull the child, kiss him and insist on communication. Minimize any actions against the will of the baby, and if you still have to do this, warn him (for example, before going to the doctor) or explain your actions after (for example, if the child almost ran out onto the road).

  What can you talk about with a child under three?

  It happens that parents of 1-3 year old children get lost when Montessori teachers ask them the question: “How often do you talk to your child?”. Indeed, what can you talk about with a creature that still cannot fully support the conversation?

  Here are just a few ideas that you can use from birth:

  • Ask the child questions about what is happening around: “Do you hear? Outside the window a dog barks. Woof-woof barks. The dog barks loudly. Do you hear the dog? By the age of two or three, more difficult questions can be added: “what is it outside the window?”, “How does the dog bark?”, “What is this in your hands?”, “What are you doing?” and so on, be guided by the individual pace of development of the child,

  • Show and describe a variety of objects: “Look, what a flower! This is a tulip. It has a long stem and red petals. Beautiful flower. Red. See? Do you like it? And how does he smell?

  • Talk about past and upcoming events: “Now we are going to visit granny. What is our grandmother’s name? Where does she live? What are we going to do at grandma’s? Let’s drink tea. What did we do last time?”

  • Watch for a variety of vocabulary and topics, do not be afraid of complex words: pronounce street names and people’s names, talk about animals, plants and world art culture. Remember, a child under 3 years of age learns through their own experience, and interesting conversations with parents are also part of this experience.

  Introduction to Montessori classes in the kids club

  By the age of three, many mothers come out of maternity leave, but even earlier, the family wants to diversify the baby’s daily routine and find a company of peers for him.

  We recommend that you start your acquaintance with children’s clubs with groups “Together with Mom” ​​for the little ones.

  The advantage of Montessori groups is that all the principles of child care described above are preserved in the children’s institution: caregivers respect the kids, provide them with the freedom to choose activities and in every possible way encourage independence in simple everyday tasks.

  The Montessori club space is organized specifically for children from 0 to 3 years old: all accessories are matched to children’s height, every corner is safe for independent exploration, age-appropriate materials are always available, which necessarily carry not only an entertaining, but also an educational function. Several educators who have received special training in Montessori pedagogy work with children.

  In addition to free independent work with materials, the Montessori group program for children under 3 also includes speech development exercises (songs, rhymes, theatrical performances, reading aloud), finger gymnastics, group games to expand horizons, drawing, music, game gymnastics .

  Children really like these activities, where the direction of activities constantly alternates, so over time, kids are left without problems and tears without parents and for several hours in a row, which will definitely save the family’s nerve cells in the first days of visiting kindergarten.

  Conclusions

  The first three years of a child’s life is the age at which the child has not yet realized himself as a person and acts largely unconsciously. Nevertheless, it is at this age that the personality begins to form, and the actions of adults will largely determine how the baby will grow up.

  Surround your child with love and respect in order to give him the main thing for harmonious development. Try to keep a balance between a variety of activities and overexciting the child with an excessive amount of toys and decor. Remember that the most important thing is not things and sets, but your relationship with the baby and including him in family life. It is the respect and recognition of the child as an equal member of the family that dictates all the other rules of Montessori education.

  Conclusion

  Age from one to three is a great time to get to know kids clubs for the first time: children have a great need to change locations, and parents have the opportunity to take a break from them at least for a while.

  Children’s Montessori Center “Sozvezdie” offers a wide range of activities for children from 9 months to 6-7 years old: Montessori groups and individual lessons, mini-kindergartens and full-day kindergartens, classes with teachers and psychologists, hobby groups.

  In our center, you can sign up for a trial lesson for free and make an informed decision after a face-to-face meeting. To register, simply call us or leave a request using the form on the site. We will be waiting for you in our clubs!

  List of high schools in South Carolina

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  90 list of high schools0013 Monetta Ridge Spring High School, Monetta

  • Silver Bluff High School, Jackson
  • South Aiken Baptist Christian School, Aiken
  • South Aiken High School, daytime, Aiken
  • Victory Christian School, North Augusta 900 Wagener High School
  • Sally, Wagener

  Allendale County

  • Allendale-Fairfax High School, Fairfax

  Anderson County

  • Anderson Christian School, Anderson
  • Secondary School Belton-Honea Path, Honea Path
  • Christian school Golgofa, Balton
  • Cresscent High School, IVIS
  • Secondary School of Montessori

  Palmetto High School, Williamston

  • Pendleton High School, Pendleton
  • Powdersville High School, Powdersville
  • T. L. Hanna High School, Anderson
  • Temple Christian Academy, Anderson
  • Wesets Audit school, Anderson
  • Secondary School Rena, Piedmont

  County Bamberg

  • Secondary school Bamberg

  9001

  • Barnwell High School, Barnwell
  • Blackville-Hilda High School, Blackville
  • Williston-Elko High School, Williston

  Beaufort County

  • Battery Creek High School, daytime, Beaufort
  • Beaufort Academy, Lady Island
  • Beaufort High School, Beaufort
  • Bluffton High School, Bluffton
  • Hilton Head Christian Academy-

  Island, Hilton Head

  • Hilton Head Preparatory School
  • Whale Branch Early College High School, daytime, Beaufort

  Berkeley County

  • Berkeley High School, Moncks Corner
  • Bishop of England High School, Charleston
  • Cane Bay High School, daytime, Summerville
  • Cross High School, Cross
  • Goose Creek High School, Goose Creek
  • Hanahan High School, Hanahan
  • Stratford High School Creek
  • Timberland High School, St. Stephen

  Calhoun County

  • Calhoun Academy, St. Matthews
  • Calhoun County High School, St. Matthews

  Charles County0010

  • Academic secondary school of magnet, North Charleston
  • Secondary school Baptist Hill, Yonges Island
  • Secondary school Berka, Charleston
  • Charleston County School [1] North Charleston

  Baptist Gordon H. Garrett Academy of Technology, North Charleston

  • James Island Charter High School, Charleston
  • Military Magnetic Academy, ^[2] North Charleston
  • North Charleston High School, North Charleston
  • Porter-God School, Charleston
  • R.B. Stall High School, North Charleston
  • St. John’s High School, John’s Island
  • Vando High School, Mount Pleasant
  • West Ashley High School, Charleston

  Cherokee County

  • Blacksburg High School
  • Gaffney School, Gaffney
  • Heritage Christian Academy, Gaffney

  ^[3] Hartsville

  • Hartsville High School, Hartsville
  • Lamar High School, Lamar
  • Mayo Mathematics, Science, and Technology High School, ^[4] Darlington
  • South Carolina Governor’s School of Science and Science3,90 5] Hartsville

  Dillon County

  • Dillon Christian School, Dillon
  • Dillon High School, Dillon
  • Lake View High School, Lake View
  • Latta High School, Latta
  • Secondary School of Southern Florence, Florence
  • Secondary school of Timmonsville, Timmonsville
  • Secondary School of Western Florence, Florence
  • Secondary school of Wilson, Florence

  Georgetown

  • Secondary school of Endryus, Endryusa Endryus, Endryus Hemingway
  • Georgetown High School, Georgetown
  • Wakkama High School, Paulie Island

  Greenville County

  • Abundant Life Christian School, Greenville
  • Secondary School of Veria, Grinville
  • Secondary school of BLU RIDZH, GRIR
  • Academy of Bob Jones, Greenville
  • Charter school Brashier Middle College, Simpsonville
  • Christian school
  • and GREA Christ Church Episcopal School, Greenville
  • Eastside High School, Taylors
  • Fountain Inn Christian School, Fountain Inn
  • Fountain Inn Middle School, Fountain Inn
  • GREEN Charter School, Greenville
  • Greenville Classical Academy, Simpsonville
  • Greenville High School, Greenville
  • Greenville Technical Charter High School, Greenville
  • Greer High School, daytime, Greer
  • Greer High School, daytime, Greer College Middle06 Middle06 Charter College Middle06
  • Hampton Park Christian School, Greenville
  • Hillcrest High School, daytime, Simpsonville
  • J. L. Mann High School, Greenville
  • Charter School of Heritage, Greenville
  • Secondary School of Mauldin, Mauldin
  • The following secondary school, Greenville
  • Piedmont Christian Academy, Piedmont
  • Secondary School Riverside, Grire Catholic School of St. Iosif, Grinville, Grinville, Grinville, Grinville, Grinville, Grinville, Grinville.
  • South Carolina Governor’s School for the Arts and Humanities, Greenville
  • Southside Christian School, Simpsonville
  • Southside High School, Greenville
  • Carolina Forest High School, Myrtle Beach
  • Academy Cathedral Hall, Myrtle Beach
  • Myrtle Beach Christian Academy, Myrtle Beach
  • Conway High School, Conway
  • Greens Sea Greens High School
  • Loris High School, Loris
  • Myrtle Beach High School, Myrtle Beach
  • North Myrtle Beach High School, Little River
  • St. James High School, Burgess
  • Academy of Scholars, Conway
  • Buford High School, Lancaster
  • Indian Higher School of the Earth, Fort Mill
  • Lancaster secondary school, Lancaster

  Laurens County

  • Academy of Academy of Sciences

  LURENEN

  • Lawrence County High School 55, Lawrence
  • Thornwell Presbyterian School, Clinton

  Lee County

  • Lee Central High School, Bishopville
  • Academy of Robert E. Lee, Bishopville

  Lexington County

  • Airport secondary school, Western Colombia
  • Secondary school Batesburg Lisville, Batesburga
  • CECA
  • CAC Dutch Fork High School, Irmo
  • Gilbert High School, Gilbert
  • Irmo High School, Irmo
  • Lexington High School, Lexington
  • Pelion High School, Pelion
  • Secondary School River Bluff, Lexington
  • SUSNSIA of secondary school, SUNSI
  • Secondary School of the White Hill, Lexington

  Count Maryon

  • Secondary school of screaming
  • Secondary school, MARIONA MARIONA, MARIONA MARIONA MARIONA, MARIONA MARIONA, MARIONA MARION , Mullins

  Marlborough County

  • Marlborough Academy, Bennettsville
  • Marlborough County High School, Bennettsville

  McCormick County

  • School of John de la Hau, McCormik
  • Academy of long cane, McCormik
  • Secondary school McCoportics, McCORMIK

  TURTERRY

  NEUROBERRY, NEMURY, NEUMU , Newberry

  • Whitmire High School, Whitmire

  Oconee

  • Fair Play Christian Academy, Fair
  • Faith Christian School, Valhalla
  • Oconee Christian Academy, Seneca
  • Seneca Senior High School, Seneca
  • Walhalla High School, Walhalla
  • West-Oak High School, Daytime, Westminster

  Orangeburg County

  High13 Rowethuneville School, Middle13 Rowethuneville, Middle13 Rowethuneville 90 High School
  • Branchville High School, Branchville
  • Edisto High School, Cordova
  • Hunter-Kynard-Tyler High School, Norway
  • Lake Marion High School, Santee
  • Northern secondary school, north
  • Senior secondary school of Orangeburg-Wilkinson, Orangburg

  Picent County

  • Secondary school D. W. Daniel, Central
  • Academy of Academy of Academic, Isly

  , Pickens

  • Lakeview Christian School, Pickens
  • Christian Academy Landmark, Easley
  • Liberty High School, Liberty
  • Pickens High School, Pickens
  • Pickens Mennonite School, Pickens
  • Providence Christian Academy, Six Mile

  Richland County

  • A.C. High School Flora, Columbia
  • Ben Lippen School, Columbia
  • Blythewood High School, Blythewood
  • C.A. Johnson High School, Columbia
  • Cardinal Newman High School, Columbia
  • Columbia High School, Columbia
  • Covenant Christian School, Columbia
  • Dreher High School, Columbia

  Spartanburg County

  • Secondary school Boyling-Springs, boiling springs
  • Secondary school of brumas, Spartanburg
  • Capena School, Inman
  • Christian GREANS Inman, Inman
  • James F. Byrnes High School, Duncan
  • Landrum High School, Landrum
  • Oakbrook Preparatory School, Spartanburg
  • Secondary School of Paul M. Dorman, Robak
  • South Carolina School for Deaf and Blind, Spartanburg
  • Spartanburg Christian Academy, Spartanburg
  • Spartanburg Day, Spartanburg

  school

  • Christian west, Christian Christian Woodruff High School, Woodruff

  Sumter County

  • Crestwood High School, Sumter
  • Hillcrest High School, Dalzell
  • Lukewood secondary school, Samter
  • Secondary School of St. Francis Xavier, Samter
  • Sumer Christian School, Samter
  • Sumter High School, Samter
  • Academy of Tomas Samter, Dalcellus

  9000 9000 9000 9000 9000 9000 9000

  • Union County High School, Union

  Williamsburg County

  • C.E. High School Murray, Grileville
  • Hemingway High School, Hemingway
  • Kingstree Senior High School, Kingstree
  • Williamsburg Academy, Kingstree

  York County

  • Clover High School, daytime, Clover
  • Fort Mill High School, Fort Mill 900
  • North West High School, Rock Hill
  • Rock Hill High School, Rock Hill
  • South Pointe High School, daytime, Rock Hill
  • Westminster Catawba Christian School, Rock Hill 9 South Carolina Governor’s School for Science and Math

  external link

  • List of high schools in South Carolina from SchoolTree. org

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  SEND 90,000 PRODUCTION OF THE USA and I

  Preschool PEOPLE PEOPLE

  Article

  Modern kindergartens in America. Popular early childhood education programs in the USA, their advantages and disadvantages.

  Several centers have been organized in a modern American indoor kindergarten:

  Center for the organization of a complex role-playing game.

  Sand and water play center.

  After the reception of the children and their free play, the school day begins. All the children sit on the carpet, the teacher greets the children, all together remember what day it is, the date, the significant date. The teacher encourages children to talk about important events for them, talks about it himself. Next – independent work in the centers. Children clean up after themselves before going out.

  During the day, children eat “snacks” – breakfast brought with them, sleep directly on the carpet on special pillows.

  The content of work with children is determined by the tasks of education. The educational system of America allows children to become independent, self-confident, independent, able to defend their own opinion. To do this, children are invited to make their choice: in which center to play, with whom to do and what, what to talk about, etc. with the children, gathers them around the table and asks what they want for dinner. The daughter says she wants chicken and potatoes, and the son wants fish and rice. And mom cooks two dinners for them, according to their wishes. A guest from Russia is surprised: “Why are you indulging their desires? Wouldn’t it have been better to spend this time more productively?”

  The American responds: “I want my children to know exactly what they want in this life and to see that anything can be achieved.”

  Interethnic and interreligious tolerance is brought up in children. In this regard, kindergartens try to celebrate the national holidays of all peoples inhabiting the United States.

  The usual groups include children with mental or physical disabilities. American educators believe that normal children develop a sense of tolerance, while children with anomalies expand the environment for communication and development.

  The US government recommends that teachers focus on the B. Bloom system of giftedness development. According to Bloom’s theory, the cognitive goals of teaching can be represented as a certain sequence, including 6 levels: knowledge, understanding, application, analysis, synthesis, evaluation. In this regard, the training program must be built based on the consistent achievement of cognitive goals. In this regard, compensatory education and integration programs have become a huge field of activity for teachers, on the one hand, for children with developmental disabilities, on the other hand, belonging to different races, nations, speaking different languages. Today, in the United States, teachers are offered variable programs that combine techniques that allow, in a non-discriminatory atmosphere (without separating talented and clearly lagging children), to give everyone the opportunity to develop at their own pace, without interfering with the rest, but without feeling isolated from them. .

  Parents are actively involved in cooperation with teachers. The “Head start” program is being implemented, i.e. “advanced start” – early intervention centers are being created. Their task is to maximize the development of potential opportunities, as well as the pedagogical and social potentials of each family member, the successful integration of the family and the child into society.

  In the 1990s, the “High scope” project became popular. Its supporters were focused on the education of freedom and responsibility while providing ample opportunities. They emphasized that the child would grow up the way he was brought up (this applied to both ordinary and non-standard children). If you criticize him, he will begin to condemn, if you do not trust him, he will be aggressive, etc. As part of self-learning, the design method was recognized. Preschoolers were given the opportunity to find some interesting topic and work on it in a small group. The task of an adult in these conditions was to help the child and the children’s team as a whole to make their actions more effective. Thus, indirect methods of teaching and educating children were given priority over direct ones.

  The shortcoming of the American system of education, in my opinion, is that contrary to all their theories about equal opportunities for all – the division of children into classes depending on IQ. At an older age, children understand this, which gives outsiders a negative attitude to the limitations of their capabilities.

  The method of Maria Montessori is very popular in America. Born in Italy, here he truly found a second home. In some spiritual directions, Maria Montessori is even considered one of the saints, “ascended masters”, because. through her technique, the child establishes a connection with his “Holy Christ Self” – what Steiner calls the “Higher Self”, or “soul”. Montessori herself does not use such words in her books. Its concept is based on the fact that the main motivating motive for all actions of the child is a natural, instinctive desire to develop. For each, this development occurs according to an individual plan (in accordance with the tasks of the soul, according to believers). In this regard, there are various sensitive periods of development, when this or that knowledge is assimilated most effectively. For example, there is a period of development of physical activity, fine motor skills, perception of colors, sounds, smells, weight and texture of objects, assimilation of counting and geometric shapes, reading and writing skills, etc. etc. The start time of a particular period depends on congenital characteristics, individual biorhythms, the child’s well-being, weather, magnetic fluctuations, etc. How can you find out which activities today will be most useful? The choice is entrusted to the child, his feelings. The task of an adult is to prepare such a subject environment in which the needs for the development of all knowledge and skills will be taken into account. Maria Montessori developed a system of didactic materials, which now consists of five thousand different manuals.

  In the Montessori classroom, children are taught to follow a few rules:

  · Do not interfere with the student.

  · After working with the material, clean up after yourself.

  · Taking new material for the first time, ask the teacher to show how to work with it.

  If a child does not want to study, he goes to the “noisy room” where he can jump, play, climb different ladders. In the class, there are also general classes “in a circle” or “on the line”, when the teacher explains something, or shows, or general rules of behavior are developed. The “lessons of silence” are always popular, but who wants to can do it on their own at this time. Practice shows that the manuals are so ingeniously designed (maybe they really are “inspired from above?”) That children are ready to study with them for hours without being distracted by anything. The “noisy room” is often visited only during the adaptation period.

  Modern Montessori gardens have a special time when everyone goes for a walk in an organized manner. It’s free play time. But whoever wants to can stay. Some time before the walk, or before the general lesson, the teacher rings the bell. This means that you need to gradually finish classes, and remove the material if you do not want to continue studying. What the child has learned according to the Montessori method, he does very well, with an understanding of the deep essence of the process. And the disadvantage of the method is that it is very difficult to repeat:

  · Many aids are needed, and they must all be in good condition and look attractive.

  · Making a presentation, i.e. showing how to work with the material, the teacher must be in a special state of concentration, full concentration on the demonstrated object or action. Only personal example can convey this state to the child. Uses a minimum of words. Every word and movement must be thought out.

  · Learning to communicate does not happen spontaneously, but mainly through the teacher. At the stage of class formation, all the rules of behavior are developed by the children themselves and then consciously executed by them. You have to be a virtuoso psychologist so that the children’s team itself develops adequate rules.

  Early Childhood Education in the USA

  The Historical Aspect of Preschool Education

  The first kindergarten in America appeared in 1855. It was founded by German emigrants. By the end of the nineteenth century, the number of gardens increased significantly, they were formed for children from the poor, where women were engaged in industrial production. But so far in America there is still no single state system for raising children. At the moment, in the United States, more attention is paid to the organization of groups for the education and upbringing of younger preschoolers (up to 4 years old) at public schools, now in the United States, preschool education is focused on the Soviet system of preschool education. Nevertheless, work in this direction is being carried out slowly and largely unsatisfactorily, according to American experts. So, at present, only 24 states of America have such “junior preschool” groups organized at school districts.

  Structure and division of preschool education.

  The education system in the United States is decentralized, it does not have uniform curricula or standards for the whole country. The point is that education issues are not clarified in the US Constitution, and it turns out that they are in the control of the state governments. Despite this, since 1980 the US Department of Education has existed (it is one of the smallest Ministries in the US government, it has about 5,000 employees), which faces such tasks as:

  • – oversee the implementation of federal laws on education;
  • – collection of information about educational institutions in the United States;
  • – distribution and management of the implementation of federal funding for educational plans.

  The United States Department of Education does not itself recreate or manage educational institutions. Its membership is defined as follows: National Institute on Disability Dilemmas and Rehabilitation; Office of Federal Student Support; various advisory boards and committees and others.

  Among preschool institutions in the USA there are: preschool institutions at public schools, at colleges, universities; private kindergartens; children’s centers; development groups; kindergartens at churches and national communities; gardens from businesses.

  Preschool is not compulsory in the United States. Parents themselves can determine in which educational institution to send children aged 3-5 years.

  Preschool education in America includes 2 stages: nursery (Nursery school) and kindergarten (Preschool) they are carried out in such preschool institutions as: nurseries, kindergartens and preschool centers – public and private institutions for children of toddler and kindergarten age , Nursery school.

  • *Children from 3-4 years old are in the nursery, they receive basic knowledge in reading, counting, drawing and music.
  • *Children Day Care Center – a center for the development of children of different ages.
  • (Optional names: Child care, babycare, daycare).

  Kindergarten – in Russian meaning – kindergarten i.e. a children’s institution where children spend time while their parents are at work, and at the same time receive primary preschool education. But the generally accepted concept of the term Kindergarten in the American context is the preparatory year before school (from 5 to 6 years old). If before this age the family has a choice, to leave the child with a nanny or send him to kindergarten, then everyone usually goes through the “preparation”. In fact, Kindergarten is a zero grade, where kids are prepared for learning in elementary school.

  Payment for preschool institutions. Every state and metropolitan area has preschools that are wholly or partly funded by public education agencies run by schools (districts) or run by state and local educational services. But most preschools are private. Payment in them ranges from $ 1,200 to $ 1,600 per month, the amount depends on the prestige of the institution, the properties of education and training programs, the number of educators and the package of services provided, of course, on the age of the child and on the number of hours he spends in a preschool institution. There are also grant programs, for example, Head Start – gardens for people with low incomes. In such cases, the payment can be reduced to $ 400 per month, and such establishments can be completely free. It should be noted that the budget of the kindergarten, staff salaries, mainly consists of parents’ contributions, with all the ensuing consequences.

  At the end of preschool, based on the state, parents are issued a certificate that evaluates the overall achievement of the child. This is necessary mainly for enrolling a child in primary school.

  America’s early childhood education varies greatly from state to state. In most cases, public preschool education simply does not exist in the states, with the exception of Head Start kindergarten for the poor, or specialized groups for preschoolers with developmental disabilities in public schools.

  The goals and objectives of early childhood education in the United States.

  The United States does not have a unified system of early childhood education. It is formed within the framework of a certain kind of short-term or long-term training programs designed to solve certain problems. Therefore, in the United States, there are a variety of programs designed for preschoolers, some for the whole day, others for part of the day. There are programs with a flexible schedule that allows parents to choose a schedule that is convenient for them. There are programs designed for children 3-4 years old with distinctive developmental features. Usually these are paid programs, but they are given the opportunity to be funded from other sources.

  The child will be able to study one of the programs at the beginning of the day, and a completely different one in the afternoon. Participation in various programs and activities is encouraged.

  Today, the task of organizing interaction with parents of children with special needs and children who are more likely to fail in school is common. Parents of such children, together with teachers, take part in the development of individual plans for the development of the child, evaluate and approve it.

  Enrollment in the Children’s Institution is free, because any institution from the many nearby is ready to accept new pupils. You can agree on enrollment in a group a month or two before the start of its visit. If the parents or the child did not like it, you can switch to another kindergarten at any time.

  Arrangement. The kindergarten building can be free standing, although most often it is a few rooms on the ground floor of a high-rise building or a private house that is open for kids for several hours a day. Infants are kept in a separate room from older children. There are 3 children per adult teacher. At the age of over 2 years, this ratio is already one teacher to 8 – a maximum of 12 children. Groups of 8 to 12 people, often of different years of birth, are under the care of one educator, or even two – at the same time at the same time. Children who are in the same group all day are located in the same room – in it they trade, play, eat and sleep. At the complete disposal of children, an endless number of toys and accessories for their creativity. For sleep, soft mattresses are provided, on which, if the child has a desire, he can relax, lie down or take a nap. In American kindergartens, there is no clear set time for bedtime, beds with linens, and the opportunity to undress before going to bed. However, if the baby needs it, and he began to nod, they will not only tell him a fairy tale, but also hold the handle, and also lie next to him. That is why a place for a child to sleep is comfortable. The child determines the sleep time himself, teachers can only help him in this when they see that he is overexcited.

  Food. Americans talk a lot about their healthy diet, but in fact they don’t even smell like it, both literally and figuratively: there is no smell of semolina porridge so familiar to every Russian in kindergartens. No one stands above the soul, does not make sure that the child eats, provoking him to let him play only if the plate is clean. The children in the garden eat what their parents have prepared and brought. I usually eat from fast food restaurants.

  In a typical average private preschool in Florida, there is almost no organic food (and in a more expensive one too), children are fed fish, chicken fingers, pizza, in rare cases chicken stew with rice, stewed vegetables and canned fruit. Meals are mainly taken at lunchtime. In almost all gardens there is no breakfast, and for lunch and afternoon tea they provide a handful of biscuits and about 150 g of juice.

  In a group where children of 3 years old gather, according to Florida law, one teacher (without a nanny) is required for 15 children. Full day (5 days per week) 3-year fee $110 to $250 per week.

  Letters, numbers, colors, geometric shapes are studied in practically all preschool institutions. what is needed for further education in school. By definition, there is no sustainable program to study, there are only their names. The effects of this training often depend on where the family lives. There are simply no preschool development groups that do not include the basic knowledge necessary for school. For example, it is simply unrealistic to find an art school for a group of children – only private lessons. It’s the same with music. There are private sections of football, gymnastics, swimming and some other sports (of course, everything is paid and not cheap).

  Article on Modern Preschool Education in the USA

  How to organize distance learning during quarantine?

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  Modern pre-school education in the USA

  Pre-school education in the USA is not compulsory. Parents, at their discretion, may place their children in various institutions:

  Preschool Program Centers

  Day Care Centers.

  In the centers of pre-school programs from 3-5 to 6 years of age, children receive pre-school education. Each US state has its own educational standards, and each institution operates according to its own program.
  Depending on the State, at the end of preschool, Certificates (not required in some States) are issued that record the student’s attendance, behavior, and overall achievement. A small number of states require a Preschool Leaving Certificate to enroll a child in elementary school. Verification must be done at the local Department of Education.

  The No Child Left Behind Act of 2001 mandates increased funding for literature programs such as: Read Ahead. These programs aim to teach reading skills to children at an early age to make it easier for them to learn in school. Through such programs, federal funding should help states and local school districts establish high-quality, comprehensive reading instruction for children in kindergarten through grade 3.

  The development of the American system of preschool education was influenced by the implementation of the largest US government program of preschool education “Head Start”. This is a national pilot program for underprivileged children from birth to age five. Its implementation began in 1965, and by 2003 more than 21 million children were participating in it. The program has been called “the most important social and educational experiment of the second half of the 20th century. ” The purpose of the program was to test the effectiveness of various theories in the field of early childhood education outside of university experimental sites and private kindergartens.

  In 1986, the results of an assessment of children in the Head Start program were published. It was noted that by the age of 19, these children had a much higher number of high school graduates and continued education and a smaller number of special schools than in the control group. Also, the participants in the experimental group showed a lower percentage of juvenile delinquency and a higher percentage of those who got a job. The social status of program graduates by the age of 27 was more stable. It was concluded that the program generated significant savings and significant community benefits ($7 for every dollar invested).

  Currently, the program continues to develop and is focused on experimental testing of various theoretical models of upbringing and education of children before entering school – the principles of behaviorism, cognitive interaction, Montessori pedagogy.

  Behavioral Kindergarten is a dynamic, positive environment that aims to optimize the learning and development potential of children. The design of a kindergarten group should be considered as a means of learning, all elements of the developing environment are functional, play an important role and are designed to facilitate the learning process. The group room is divided into activity centers. Each center corresponds to a certain color: bright colors – a game center and a physical activity center – show that it is possible to make noise here. Subdued, pastel colors – the math and book centers – suggest a calm demeanor.

  The main goal is to create conditions for self-realization of the individual through the “creative repertoire” of the child, ensuring his growth and development according to a planned and consistent pattern, as well as with the help of spontaneously arising activities. Although children’s learning occurs spontaneously, unintentionally, and unplanned, the behavioral teacher takes time to assess the child’s skills, plan some activities, and carefully prepare a developmental environment that provides optimal conditions for structured learning and development. Such preparation of the environment guarantees the development of certain skills and abilities, the teacher does not wait for the right moment to teach, but purposefully prepares it, using the interests of children as opportunities for learning.

  The model of cognitive interaction was based on the ideas of constructivism. At first glance, it resembles an ordinary kindergarten, where attention is focused on play activities and the creation of a prepared environment that matches the child’s age capabilities. But in addition to observing children and creating a rich play environment, educators use technologies for creating problem situations, questions and building a curriculum in such a way as to engage children’s thinking, especially in relation to special logical and mathematical concepts.

  The constructivist approach was most widespread in the 1960s. 20th century and is being actively revived at the present time, because. approves the increase in the importance of the game in intellectual development, the organization of the child’s own vigorous activity with objects and interaction with peers.

  The essence of the Montessori method is the free work (purposeful activity) of children with didactic materials in a developing object-spatial environment while limiting the direct influence of the teacher. The child is given the right to choose an activity, place and duration of work, as well as a work partner. The teacher is a partner and assistant of the child, who observes his activities and, if necessary, provides unobtrusive guidance to him. The teacher organizes a developing environment, demonstrates to the child a way of rational activity with the materials in it, and is responsible for the order in it. Work with children is carried out mainly individually or with small groups, while the rest of the children go about their own business. Less commonly used methods of working with the whole group (such as “conversations in a circle” – a joint discussion under the guidance of the educator of various topics proposed by the children themselves or planned by the teacher). Classical Montessori pedagogy involves working with groups of different ages. The division of the group space into centers of activity (practical life, mathematical, speech, sensory), a clear algorithm for interacting with materials, strict rules of social behavior in the group contribute to the formation of the habit of order and respect for the individual space of other people.

  In the United States, there was a rise in interest in “Montessori pedagogy” from 1910 to 1920. The program was presented in a special room in San Francisco at the International Fair in 1916. Then Montessori Pedagogy was almost completely forgotten. Elkind (1998) cites several reasons for the rejection of Montessori pedagogy in the United States in the early 20th century: most American parents of the time saw childhood as a period of innocence, when only a mother can provide the best care for a child; lack of understanding and unwillingness to understand “Montessori Pedagogy” by the leadership and leading figures in the education system; variable adaptation of Montessori methods, with which M. Montessori herself did not agree; the demands of middle-class parents to focus on teaching the subjects needed in school; the emergence of a huge number of authors who want to benefit from the name of M. Montessori.

  The modern Montessori movement in America began in the late 1950s with the creation of private schools, primarily for the middle class. Many of these schools were founded by parents. In 1959 the American Montessori Society (AMS) was organized. Its founder, Nancy McCormick Rambush, said that it was important not only to adopt the Montessori method, but to adapt it to implement a “natural” translation of the method into the diverse American culture.

  Late 1960s parents in several districts began to advocate for the provision of Montessori education in regular schools, especially for children attending appropriate kindergartens. This was the impetus for the start of financing Montessori schools from the federal budget. Currently, more than 350 schools in 150 educational districts across the country offer various Montessori programs. The programs are designed for children from 3 years old to high school. According to existing statistics, the total number of public and private Montessori schools throughout America today is about four thousand.

  The following trends can be identified in modern children’s education in the USA:

  Joint education of normal children and children with disabilities.

  Ensuring continuity in the transition of a child from one educational system to another (horizontal and vertical transitions).

  The emergence of full-time programs.

  Development of partnerships between educational institution, family and community.

  Development of language and literacy programs.

  Integration of educational content.

  The use of information technology in teaching children.

  Co-education of normal and disabled children

  For more than three decades, educational institutions in the United States have paid special attention to the education of children with disabilities. Then the goal of education was set to educate such children together with ordinary children. Studies show the great effectiveness of this approach, because. children with disabilities can then be guided by ordinary children, which helps them understand acceptable ways of behavior. At the same time, ordinary children learn to respect people with individual differences by gaining experience interacting with a different group of children. In addition, such interaction allows all children to learn more effectively.

  Ensuring continuity in the transition of a child from one educational system to another

  There are a huge number of programs for preschoolers in the USA. Some programs are designed for the whole day, some only for a limited stay of the child in the group. Very often, such programs are designed for children 3-4 years old with special needs, who are at risk and have a high level of probability of unsuccessful learning in the future. Usually these programs are implemented in private educational institutions, and therefore are either paid or supported by special agencies.

  Five-year-olds can attend kindergarten, which can also be a full-day or half-day educational program. After visiting the kindergarten in the first half of the day, during which the kindergarten program provides for educational work, children can stay in the second half, i.e. practice all day long. In this case, the children are either placed in a child care center or they are then taken home. Such transitions allow children to have a variety of experiences throughout the day.

  Children have to learn to cope with such “horizontal” transitions, which require them to be able to communicate with several adults (and therefore conform to the expectations and rules of behavior set in each specific situation). Interaction between programs helps the child to coordinate daily experiences and get the best out of each program. Further, the children are faced with learning according to new, now school programs. Therefore, the task of the preschool program often includes familiarizing children with the new requirements, tasks and features of schooling.

  The emergence of full-time programs

  Children need more than educational programs. The number of children from families with one parent or working mother has increased greatly, and therefore there was a need to create programs that would combine education and childcare. In America, teachers from schools are assigned to child care centers.

  Development of partnerships between educational institution, family and community

  For more than four decades, early childhood education workers in the United States have been busy building relationships between educational programs, parents, and the community in which the programs were created. In the early 1960s, educational programs for children were especially effective, as interaction with parents was established. Currently, interaction with parents is established primarily for children with special needs and with parents whose children have a high probability of failure in school. In these cases, parents help teachers develop an individual development plan for the child, they evaluate and approve it. There is an interaction between the kindergarten and the family.

  Integration of educational content

  It used to be that each subject was taught independently in class so that important concepts were learned in sequence. Then it was proposed to combine different subjects in one common curriculum. Some researchers have insisted on applying the thematic method to include children in subject areas based on a topic of interest to children. To do this, the teacher must create situations in which the children studied some topic in detail, most often associated with the immediate environment of the child. In the process of creative activity organized by the teacher, children acquire new knowledge. The teacher encourages children to explore, discuss recent situations, and present their observations in a creative way.

  The use of information technology in teaching children

  A new direction is associated with the use of electronic technologies (computers) in children’s rooms. Here it is important to pay attention to the selection of appropriate computer programs. Some programs activate the process of thinking, others are mainly associated with drill and the practice of learning the only correct answer to a specific question. Work at the computer can also be of a group nature. Since our age is inextricably linked with new technologies, it is necessary to introduce children into this world, but introduce them carefully.

  The concept of early childhood education in the United States is to develop a child’s personality through experience. Considerable attention is paid to the development of children’s creativity and giftedness. In the process of being attracted to art, children develop the ability to communicate.

  The US preschool system teaches a child to be a free, independent person. At the same time, we are talking about equality of opportunity , and not equality of abilities, which needs to be created in the process of education and upbringing of conditions for the correlation of freedom and order, exactingness and indulgence in relation to each child.

  References:

  Veraksa N.E. Modern approaches to teaching preschoolers in the USA // Public education. – 2004. – № 3

  History of foreign pedagogy. – M., 1998

  Onishchenko E.V., Nikolskaya A.S.

  Basic approaches to the organization of the educational space of a preschool child in an American kindergarten. – M., 2005

  Pre-school and primary education abroad. – M., 2001

  Education system in the USA. Reference//People’s education. – 2002. – No.

  Modern preschool education: USA, Germany, Japan: current problems and ways of development. – M., 1998

  Education is a key factor in the socio-economic development of the United States in the 21st century / / Pedagogy. – 2004. – № 2

  US education system

  The US education system is characterized by flexibility and democracy: with a high variety of programs, students – both schoolchildren and students – have the opportunity to independently choose the disciplines they study, as well as change their specialization. Even at the university, you can move from one faculty to another, study additional subjects and create your own educational program.

  Early childhood education in the US

  Early childhood education in the United States begins almost from the cradle. In nursery or kindergarten a child can be sent from 6 months. There he can be from six in the morning to six in the evening. Unlike Russian kindergartens, a child can be taken to kindergarten after school, since by law, until the age of 12, he cannot be at home alone. All kindergartens in America are paid, the average monthly fee is about $1,200.

  For children from three to five years old, “preparatory groups” operate at schools . At this stage, much attention will be paid to general development, socialization, as well as literature, since the preschool education system sets itself the task of teaching the child reading skills in the first place.

  However, kindergarten and pre-school classes are still an optional step. Compulsory education in America begins at school and lasts 12 years.

  US school system

  Unlike many countries, there is no single educational plan in America: in general, the plan forms the board of education under the state administration, more precisely determines the board of a particular school.

  School education in the USA is divided into three stages:

  • primary (grades 1-5) – children study basic compulsory subjects, play sports and creative work.
  • secondary : Middle School (6-8 grades) or Junior High School (7-9classes) – in addition to compulsory subjects, elective disciplines appear.
  • senior classes : High School (9-12) or Senior High School (11-12) – reduction in the number of compulsory subjects, maximum freedom in choosing the disciplines studied. For the last 2 years, gifted students can study Advanced Placement programs. At the end of High School, an American student will have to take the SAT exam (Scholastic Aptitude Test).

  Depending on the state, children start school between the ages of five and eight. As a rule, each of the stages of the American school has its own building and is a completely separate educational institution.

  The academic year in an American school is divided into two semesters. The duration of training sessions is 5-6 hours a day with a lunch break. Afternoon time is most often devoted to sports, clubs and other community service, which are a mandatory component of American school education. Grades are given in alphabetical form: A, B, C, D, F will be equivalent to Russian grades from five to two.

  Unlike the US higher education system, which is the world leader, the school sector is valued contraversively. On the one hand, the set of compulsory subjects is small: among them are mathematics, English, science, history, art, physical education.

  On the other hand, students have a huge choice of specialized classes : from theater to ecology. This list also includes foreign languages. Many schools offer 92,617 advanced programs to high school students (Advanced Placement): the most motivated and capable students can additionally study a particular subject at the university level. Thus, the US school system is good for those who want to learn, but is not aimed at the general increase in education in the country.

  Public and private schools in the USA

  According to the type of funding, schools in the USA are divided into state (public schools) and private (private schools). The level of teaching in the state varies greatly not only from state to state, but even within the same city. The fact is that funding for public schools comes from the district budget (most often from property taxes). As a result, schools in “expensive” areas are well endowed and, as a result, well-equipped, with a strong teaching staff and overall high academic performance. Since, according to US law, a child can only attend the school to which he belongs in the place of residence, such a system leads to an increase in the value of real estate in areas with “strong” schools. Taxes increase, the school receives even more funding. The situation is reversed in “cheap” areas: lack of funding leads to the fact that schools remain weak.

  Private schools are financially independent organizations that receive subsidies from sponsors and also charge tuition fees. A high level of funding helps to maintain a high level of academic achievement: excellent facilities, strong teaching staff and small class sizes make these institutions the “cradles” of future diplomats, politicians and top managers. The education received here opens the door to most of the top universities in the world. It is worth saying that the number of US citizens in private schools is often less than 50%: they are of greater interest to foreign students. This is partly due to the country’s immigration laws: a foreigner can study in a public school only if the family moves to America and has a residence permit, or if the student participates in a one-year exchange program.

  Significant differences between elite private schools and “average” public schools also add to the general heterogeneity in America’s secondary education.

  US higher education

  US higher education includes colleges and universities, both private and public. According to international rankings, most of them are among the best educational institutions in the world. It is worth replacing that, unlike the European education system, in America there is no qualitative difference between a college and a university. For example, even Harvard, which ranked first in 2016, is actually divided into schools, colleges and institutes. The only difference is that colleges offer only undergraduate programs, while universities and institutes provide an opportunity to engage in scientific research and continue an academic career in master’s (1-2 years), postgraduate (3 to 6 years) and research after defending a doctoral dissertation . If the student’s specialization is related to medicine, legal or theological education, the training scheme is somewhat different: upon completion of the bachelor’s program, the student can enter a higher professional school. Similar educational institutions exist at large universities, the duration of study in them is 3 years.

  Technical institutes and community colleges are classified as vocational education (similar to Russian vocational schools), but they can serve as the first stage of higher education if, after studying in them, a student is transferred to a university for a bachelor’s degree program. As a rule, the transfer is carried out on the 2nd or 3rd course.

  The US higher education system is even more free than schools. Most universities do not accept students to a specific faculty, but simply to the university. However, applicants most often choose the university that is strongest in the area they plan to study. For example, the Massachusetts Institute of Technology is famous for its developments in the field of robotics and artificial intelligence, but if plans have changed, you can study history, theater, and literature there. This is due to the fact that during the first two years a student can take almost any course offered within the walls of an educational institution. The only requirement is a sufficient number of earned “credits” ( credits ), which the student receives for successfully mastered disciplines. In the 3rd year, you need to decide on your specialization and choose major – the main area of ​​\u200b\u200bprofessional interests. It is on this that the diploma will be obtained. However, due to the fact that the student is free to form his own curriculum, in the United States it is possible to obtain the rarest specialties at the intersection of various professions.

  Democracy in the formation of the curriculum, however, implies a fairly disciplined attitude to learning: this includes attending classes, and timely delivery of all control and research papers. Special attention is paid to the latter in the US higher education system: in addition to lectures and seminars familiar to Russians, students of American universities have to spend a lot of time on research or projects. Often they are performed not individually, but by a group of students: in the USA they are sure that training can be built not only according to the “teacher-to-student” scheme, but also “from student to student”. Also, such work develops the ability to work in a team, which is highly valued not only in the educational environment, but also subsequently by employers.

  Last but not least, the factor that has made the American system of higher education so revered throughout the world is financial and material support. It allows not only to maintain the excellent equipment of universities, but also to maintain a staff of really strong teachers, who often come to the United States from other countries.

  All together – a strong academic background, the ability to choose disciplines based on their own professional plans, the focus of education on real sectors of the economy – allows the system of higher education in the United States to remain the strongest in the world.

  The American education system is not homogeneous. Elementary and secondary public schools in the US do not always inspire confidence. They offer a set of basic subjects that a gifted student is likely to find insufficient.