Best Environment for My Toddler/Preschooler

[Anonymous]

Anonymous wrote:
Yes, I think the academics are very good. Very roughly speaking a typical day at my son's school:

Circle time: kids discuss topics together as a whole group
Morning work time: most of the kids choose whatever activity they want to do; a subset are working with the teachers who are demonstrating a new activity
Some kind of resource component: there is a nature program, an art program, etc.
Lunch as a group
Younger kids nap, older kids to more advanced work. Similar to morning work, but the work is harder and there is a better teacher-student ratio so there is more one-on-one instruction
Some time on the playground or in the gym

I am not trying to sell Montessori short because I think its great. At my son's school, virtually every kid, by the time they have finished pre-school, has already hit all the benchmarks that DCPS at least uses to determine whether a kindergartener is ready to move to first grade. I also think they seem socially well-adjusted and have strong practical life skills. My only point for you is that your son's activities during work time are still going to seem very self-directed. He might play with the long division toy or he might sit in the corner banging on a drum for an hour. That will still be kinda up to him, so you need to be ok with that.

So do I understand that the kids don't get any outside time until the late afternoon (after nap)? That's a long day for preschoolers with no gross movement!

[Anonymous]

I guess what I'd like to see is all of the kids sitting down for craft time, or planting, or whatever activity there is so that they learn to participate as a group.


That's completely developmentally inappropriate for a 3 year old. Kids sitting down and doing something all together as a group assumes everyone is on the same page with attention skills, motor skills, listening skills, etc. It just isn't going to happen, and any place that tries to make it happen isn't a good place to be. 3s have such different levels of readiness for all of these skills...and they are all usually within the boundaries of normal. Don't make your adult wish for what a classroom "should" look like make you choose an environment that isn't appropriate. No NAEYC accredited place would ever do a whole group activity like you describe.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Yes, I think the academics are very good. Very roughly speaking a typical day at my son's school:

Circle time: kids discuss topics together as a whole group
Morning work time: most of the kids choose whatever activity they want to do; a subset are working with the teachers who are demonstrating a new activity
Some kind of resource component: there is a nature program, an art program, etc.
Lunch as a group
Younger kids nap, older kids to more advanced work. Similar to morning work, but the work is harder and there is a better teacher-student ratio so there is more one-on-one instruction
Some time on the playground or in the gym

I am not trying to sell Montessori short because I think its great. At my son's school, virtually every kid, by the time they have finished pre-school, has already hit all the benchmarks that DCPS at least uses to determine whether a kindergartener is ready to move to first grade. I also think they seem socially well-adjusted and have strong practical life skills. My only point for you is that your son's activities during work time are still going to seem very self-directed. He might play with the long division toy or he might sit in the corner banging on a drum for an hour. That will still be kinda up to him, so you need to be ok with that.

So do I understand that the kids don't get any outside time until the late afternoon (after nap)? That's a long day for preschoolers with no gross movement!

No I don't think that's correct. For one thing, I was making up a typical day. I may not have the order precisely right. For another, as a mentioned, there's a nature component, which usually takes place in a forest. And the art component is in an art studio where they listen to jazz and dance while they work. They also tend to eat outside on nicer days.

I also don't think the only way to engage in gross motor skills is to go outdoors. The kids are still moving around the classroom during "work." Plus the school has extended care before and after class, which is largely playground and gym time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a big fan of Montessori but I don't think the specific concerns you have with your current school will be solved by switching to Montessori.

Montessori seems so orderly though and don't they all have to complete the "work"? You can't walk off and do something different, right?

Yes, I think the work is very thoughtfully-designed. But the kids get to choose what work they are doing. And generally if they stop in the middle, the only thing the teacher is going to insist that they do is clean up after themselves. There are exceptions for the time the teacher is introducing a new activity one on one. Then the child must sit there and watch the demonstration. But generally speaking, if you observe a Montessori classroom, it is going to look a whole lot like individual kids or small groups of kids doing whatever the heck they want, and it doesn't sound like you'd be comfortable in that environment.

Not all Montessori schools are the same. The name isn't trademarked. Anyone can call their school Montessori. We looked into a "hard core" Montessori school in our town and didn't end up there because there was no time allotted for imaginary play, and the children there didn't get to choose their work. They were expected to complete each station, every day. No playground time if you didn't finish your work. All Montessori schools aren't like this - it's important to check them out in person and ask lots of questions.

Any accredited Montessori will not allow imaginary play. Maria Montessori did not believe in imaginary play as being useful or helpful for little ones. This ford against all the brain research that has been done recently, which shows that imaginary play is critical for the development of empathy, executive function, and creative problem-solving. this is why we didn't send our DC to Montessori, while loving most other aspects of the pedagogy.

This just isn't true.

[Anonymous]

Director of program here: OP was right, large group activity isn't great for kids this age. Also because they need smaller groups to focus, and because teachers want to speak with children while the kids are engaged in the art project or blocks or dramatic play area, etc. to develop langusge, vuild conversation experiences, vocabulary, etc. You just can't manage 16 kids with markers,, paint, scissors. It's very old fashioned to have all kids lined up doing the same thing. I hope you won't find that. So the 2 teachers should be with 2 different groups of children and yes that means some children will not be with any teachers. So the teachers need to have their eyes on the other kids and be ready to help or intervene. But children can also work on their own problems and should be encouraged to do that to a certain degree. Obviously not duking it out, but as they are discussing and arguing they are learning.
Your sob needs help expressing himself, being taught to say stop, I don't like that. Or "my turn. " and that's what the teachers need to work on with him while other kids are vocal but need help to listen to others like your son. They are messy creatures, these 3 to 4 yr olds but they are learning to be social creatures and also developing their other skills at the same time.
Now, at the same time you can't feel like the 2 teachers are hiding or in dramatic play and art and ignoring the others or not knowing how to manage a group. But most teachers know how to do this.
Go visit some other schools observe from 10 to 12 for 45 minutes and see if you find other schools that you like better or discover that your school is doing a good job.

[Anonymous]

describes many of us on this site
http://www.theonion.com/article/mother-still-searching-preschool-focuses-exclusive-50387?utm_campaign=default&utm_medium=ShareTools&utm_source=facebook

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a big fan of Montessori but I don't think the specific concerns you have with your current school will be solved by switching to Montessori.

Montessori seems so orderly though and don't they all have to complete the "work"? You can't walk off and do something different, right?

Yes, I think the work is very thoughtfully-designed. But the kids get to choose what work they are doing. And generally if they stop in the middle, the only thing the teacher is going to insist that they do is clean up after themselves. There are exceptions for the time the teacher is introducing a new activity one on one. Then the child must sit there and watch the demonstration. But generally speaking, if you observe a Montessori classroom, it is going to look a whole lot like individual kids or small groups of kids doing whatever the heck they want, and it doesn't sound like you'd be comfortable in that environment.

Not all Montessori schools are the same. The name isn't trademarked. Anyone can call their school Montessori. We looked into a "hard core" Montessori school in our town and didn't end up there because there was no time allotted for imaginary play, and the children there didn't get to choose their work. They were expected to complete each station, every day. No playground time if you didn't finish your work. All Montessori schools aren't like this - it's important to check them out in person and ask lots of questions.

Any accredited Montessori will not allow imaginary play. Maria Montessori did not believe in imaginary play as being useful or helpful for little ones. This ford against all the brain research that has been done recently, which shows that imaginary play is critical for the development of empathy, executive function, and creative problem-solving. this is why we didn't send our DC to Montessori, while loving most other aspects of the pedagogy.

This just isn't true.

It absolutely is. No AMI or AMS accredited Montessori would allow imaginary play. Call your local AMI or AMS school and ask.

Of course there are thousands of schools that call themselves Montessori, but who do not actually adhere to Montessori principles. There are many unscrupulous schools that claim to be Montessori because the teacher-student ratios are allowed to be higher for Montessori.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a big fan of Montessori but I don't think the specific concerns you have with your current school will be solved by switching to Montessori.

Montessori seems so orderly though and don't they all have to complete the "work"? You can't walk off and do something different, right?

Yes, I think the work is very thoughtfully-designed. But the kids get to choose what work they are doing. And generally if they stop in the middle, the only thing the teacher is going to insist that they do is clean up after themselves. There are exceptions for the time the teacher is introducing a new activity one on one. Then the child must sit there and watch the demonstration. But generally speaking, if you observe a Montessori classroom, it is going to look a whole lot like individual kids or small groups of kids doing whatever the heck they want, and it doesn't sound like you'd be comfortable in that environment.

Not all Montessori schools are the same. The name isn't trademarked. Anyone can call their school Montessori. We looked into a "hard core" Montessori school in our town and didn't end up there because there was no time allotted for imaginary play, and the children there didn't get to choose their work. They were expected to complete each station, every day. No playground time if you didn't finish your work. All Montessori schools aren't like this - it's important to check them out in person and ask lots of questions.

Any accredited Montessori will not allow imaginary play. Maria Montessori did not believe in imaginary play as being useful or helpful for little ones. This ford against all the brain research that has been done recently, which shows that imaginary play is critical for the development of empathy, executive function, and creative problem-solving. this is why we didn't send our DC to Montessori, while loving most other aspects of the pedagogy.

This just isn't true.

It absolutely is. No AMI or AMS accredited Montessori would allow imaginary play. Call your local AMI or AMS school and ask.

Of course there are thousands of schools that call themselves Montessori, but who do not actually adhere to Montessori principles. There are many unscrupulous schools that claim to be Montessori because the teacher-student ratios are allowed to be higher for Montessori.

My child attends an accredited Montessori school. The children engage in imaginary play. You are wrong. You just are. Stop saying it. If you mean that they do not have dolls or a train table in the primary class room during work time, that is true (though they do have dolls in aftercare).

More generally, the incredibly stark dividing line a lot of posters on here draw between Montessori on the one hand and play-based on the other is not a reality. Literally every good pre-school in NW DC is play-based, including every Montessori. (I do not mean to suggest there are not meaningful differences between, say, NCRC and a Montessori. There are. I just think we've reached a point of silliness when we play up the distinctions so much that we think Montessori children don't play).

[Anonymous]

Beyond Montessori and daycare, what other options are there?

[Anonymous]

Anonymous wrote:Beyond Montessori and daycare, what other options are there?

OP's child is about to be 3, right? So most types of preschools will be available somewhere in DC. In addition to play-based and Montessori, DC has Reggio and Waldorf programs, though both involve a lot of self-exploration so might not be right for OP. I don't know off hand if there is a preschool in DC that follows HighScope guidance but a lot of churches do, and I could see OP liking that (a lot of organized, hands-on learning with an academic bent). Creative Curriculum is nominally similar to play-based but I get the sense that it tends to be more structured and overtly academic in practice.

But setting aside identifying a formal educational philosophy, OP may just want to visit the preschools that are geographically convenient and see what their programs are like.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a big fan of Montessori but I don't think the specific concerns you have with your current school will be solved by switching to Montessori.

Montessori seems so orderly though and don't they all have to complete the "work"? You can't walk off and do something different, right?

Yes, I think the work is very thoughtfully-designed. But the kids get to choose what work they are doing. And generally if they stop in the middle, the only thing the teacher is going to insist that they do is clean up after themselves. There are exceptions for the time the teacher is introducing a new activity one on one. Then the child must sit there and watch the demonstration. But generally speaking, if you observe a Montessori classroom, it is going to look a whole lot like individual kids or small groups of kids doing whatever the heck they want, and it doesn't sound like you'd be comfortable in that environment.

Not all Montessori schools are the same. The name isn't trademarked. Anyone can call their school Montessori. We looked into a "hard core" Montessori school in our town and didn't end up there because there was no time allotted for imaginary play, and the children there didn't get to choose their work. They were expected to complete each station, every day. No playground time if you didn't finish your work. All Montessori schools aren't like this - it's important to check them out in person and ask lots of questions.

Any accredited Montessori will not allow imaginary play. Maria Montessori did not believe in imaginary play as being useful or helpful for little ones. This ford against all the brain research that has been done recently, which shows that imaginary play is critical for the development of empathy, executive function, and creative problem-solving. this is why we didn't send our DC to Montessori, while loving most other aspects of the pedagogy.

This just isn't true.

It absolutely is. No AMI or AMS accredited Montessori would allow imaginary play. Call your local AMI or AMS school and ask.

Of course there are thousands of schools that call themselves Montessori, but who do not actually adhere to Montessori principles. There are many unscrupulous schools that claim to be Montessori because the teacher-student ratios are allowed to be higher for Montessori.

My child attends an accredited Montessori school. The children engage in imaginary play. You are wrong. You just are. Stop saying it. If you mean that they do not have dolls or a train table in the primary class room during work time, that is true (though they do have dolls in aftercare).

More generally, the incredibly stark dividing line a lot of posters on here draw between Montessori on the one hand and play-based on the other is not a reality. Literally every good pre-school in NW DC is play-based, including every Montessori. (I do not mean to suggest there are not meaningful differences between, say, NCRC and a Montessori. There are. I just think we've reached a point of silliness when we play up the distinctions so much that we think Montessori children don't play).

My child also attended an AMI-accredited Montessori in NW, where they definitely engaged in dramatic play, particularly during free play. It wasn't a good fit for for for other reasons, and she's now in a Reggio program that we love (but that OP probably would not). Having said that, there are meaningful and dramatic differences between the Montessori school and the Reggio school she now attends. In some superficial ways they seem similar, but the goals are different and the attitudes were worlds apart. Montessori is at once both highly regimented and very free-wheeling. The kids can choose their own 'work' and often work independently, but must complete the work in a certain way, and use things 'correctly.' The Reggio program is not highly regimented in any sense, and encourages exploration, experimentation, and small group activities.

[Anonymous]

Winchester School in Aspen Hill - its about 15 minutes from Kensington. Our child is very happy there as are we.