Filtering by Author: Glenn Goodfellow

2014 Montessori in the Square

Montessori Northwest is proud to once again offer “Montessori in the Square,” a public glass classroom event held in the heart of downtown Portland.

This celebration of Montessori education will feature three large interactive Montessori classrooms:  Assistants to Infancy (ages 0-3), Primary (3-6), and Elementary (6-12), activities for children, and information for parents. Trainers and guides will be on hand to assist viewers with questions.

This year’s classrooms are being hosted by Tiny Revolution Montessori (0-3), Sunstone Montessori School (3-6), and the Franciscan Montessori Earth School (6-12).

The inspiration for this event came from Dr. Montessori herself. During her second visit to the U.S. in 1915, Montessori was invited to participate in the World's Fair Panama-Pacific International Exhibition in San Francisco. She set up a classroom at the Exposition, where spectators watched twenty-one children, all new to the Montessori Method, behind a glass wall for four months in what has since become known as “The Glass Classroom.”

Montessori in the Square helps the public better understand the importance of early childhood education and all the factors that can effect children’s development. It is expected that hundreds of people, both Montessorians and the general public, will come out to watch the children work in their beautifully prepared environments and see Montessori education in action--We hope to see you there!

Or better yet, want to get involved? Drop us a line here.

When and Where is Montessori in the Square?

Wednesday, July 30, 2014

10AM-1PM

Pioneer Courthouse Square

Two Complimentary Approaches to Working with Infants and Toddlers

The Oregon Montessori Association recently released a new interesting article by Breanne Monahan indicating that the Magda Gerber's Educaring® approach is a philosophy that compliments and supports Infant and Toddler Montessori environments.

We found it fascinating--perhaps you will too. Download the full document here:

A little background information:

RIE® (pronounced “rye”) is a philosophy for parents and caregivers of children from birth to 2 years of age developed by Magda Gerber, a child therapist and infant specialist. Gerber immigrated to the United States from Hungary in 1957. She was influenced by the work of Hungarian pediatrician and friend, Dr. Emmi Pikler. Dr. Pikler ran a residential home, Loczy, for infants in Hungary and was concerned with the challenges of providing quality group care to young children. Pikler’s simple yet revolutionary approach to infant care inspired many. In 1978, based on her work with Emmi Pikler and her own experiences with young children, Magda Gerber founded Resources for Infant Educarers (RIE), a non-profit organization based out of Los Angeles.

Posted on April 8, 2014 and filed under Articles, A-to-I, Resources.

Practice Makes Better...

Here we see current Primary students Yuko and Savannah (top and bottom), as well as Elementary student Samuel (center photo). Pictures courtesy of the Portland Montessori School

Here we see current Primary students Yuko and Savannah (top and bottom), as well as Elementary student Samuel (center photo). Pictures courtesy of the Portland Montessori School

Montessori Northwest is noticeably quieter this week, as our Primary and Elementary students have left the training center and are spending time in local schools.

Observation and practice teaching offer students the opportunity to continue their study of the child in AMI Montessori classrooms. During observation sessions, students observe the children’s interactions with the materials and each other, as they apply to developmental principles. During practice teaching, students give lessons to children under the supervision of an AMI Primary-trained host teacher.

These two quotes from students sum it all up:   

“Practice teaching is going well…Overall it's really sweet and splendid, but a little daunting at the same time. My host classroom is amazing, and  I am sure it will feel more natural soon!” 

“I presented the bow tying frame, and it was so cool to see the look of utter joy on her face when she did the entire frame!  Then I got to see her do it two more times!  So great to see what we’ve been talking about all year in training come to fruition!”

Thanks again to the dozens of school who host the students of Montessori Northwest--your contributions are appreciated!

A Snakeskin Math Album?

The Addition Snake Game is a Montessori math activity, and would be played by children around 5 years and older. The goal of the game is to familiarize children with all of the basic addition facts as well as many different ways to make ten (1+9, 4+6, 3+2+5, etc...).

To play the game, the child makes a "snake" out of many different colored bead bars of varying lengths, and then begins counting the beads to get to 10. Every time 10 is reached, the child replaces the colored bead bars with a golden bar of ten beads, and any leftover beads are replaced with black/white “placeholder beads.” The child then continues counting, slowly transforming the colored snake into a golden snake. At the end of the game, there is a way for the child to check her work by comparing the sum of the colored bead bars to the golden bead bars.

In the AMI training, students create their own “teaching manuals” or “albums”  by watching the AMI Trainers give demonstrations of Montessori lessons. They make notes about the demonstrations, practice the presentations,  and turn their notes into guides for how to present these activities to children.  These presentations, and their accompanying illustrations, are the students’ own detailed summaries of the movements and key dialogue that define the Montessori activities.

Current Primary student and crafter extraordinaire Chelsae Roach created this amazing beaded cover for her Mathematics album showing the Addition Snake Game in process. It made the rounds at MNW today and received many oohs and aahs. We thought you might enjoy seeing it too!

Posted on April 7, 2014 and filed under From MNW Staff, Primary.

MNW Announces an AMI Assistants Course for June!

- Downloadable Flyer and Registration Form

June 16-27, 2014 / Monday - Friday

We are delighted to once again offer the AMI Assistants Course here at Montessori Northwest! Not since 2004 has this training been presented in Portland and we couldn't be more excited to bring it to your attention.

The AMI Assistants Course: An Introduction to Montessori Education is an ideal foundation for assistants at every level, administrators, parents, educators, and anyone interested in a general overview of Montessori Education. This training course will emphasize Montessori theory and principles, rather than specific classroom practices.

The course will help interested adults understand the importance of their role as well as the developments that take place in young children. (Pricing information here)

Sponsored by Montessori Northwest, Presented by Polli Soholt

Montessori Northwest is pleased to sponsor and welcome Polli Soholt as the instructor of the upcoming AMI Assistants Course: An Introduction to Montessori Education. Ms Soholt is an AMI Primary trainer and consultant, currently working at the Montessori Teacher Training Center of Northern California. She is a highly- regarded author and experienced Montessorian of over 40 years. Her writings on the classroom, parent education, and Montessori have been published in numerous journals. She has been a primary Montessori teacher for 29 years, and was owner and administrator of the San Jose Montessori School for 36 years.

Please help us spread the word about this great course!

For information on pricing, deadlines, and registration, download this flyer.

Portland's a Great City

What makes Portland so special? Some will tell you it’s all about the trees, fresh air and proximity to the mountains, rivers and ocean. Others think the indie music and arts scenes define our particular brand of cool. Locals tend to be partial to the amazing food and drink you’ll find here. We are unabashedly biased and think it's because of the thriving Montessori community that exists here!

Montessori Northwest is located in a bright and spacious facility in the Buckman Neighborhood of Southeast Portland, characterized by its diverse mix of residential and urban-commercial buildings, convenient public transportation via Trimet, and easy access to cafés, supermarkets and beautiful Downtown Portland.

But don't take our word for it, below are a few resources highlighting the charms of the City of Roses.

Drop us a line here and schedule a visit to Portland and Montessori Northwest today--You'll love it here!

Video and Visitors Guide compliments of Travel Portland

Download a free Portland Visitors Guide below.

Posted on April 1, 2014 and filed under A-to-I, Elementary, From MNW Staff, Primary, Resources, Portland.

2014-2015 Course Catalog Posted Online

MONTESSORI TEACHER TRAINING STARTS HERE!

Since 1979, Montessori Northwest has offered rigorous, practical and in-depth Montessori teacher preparation, in affiliation with the Association Montessori Internationale (AMI). The quality of our graduates reflects the quality of our training: knowledgeable and compassionate, with a teaching practice grounded in a thorough understanding of Montessori principles and child development.

Our comprehensive diploma programs prepare motivated individuals for life-changing careers in Montessori education.

Download or print our full 2014-2015 Course Catalog by either clicking the graphic on the left or clicking HERE.

 

Montessori for the Masses

Sarah Werner Andrews, Director of Primary training here at MNW, came across this interesting intro to Montessori article in the March 2014 newsletter of the ASCD (formerly the Association for Supervision and Curriculum Development) which is printed and distributed to over 140K School and District leaders. It's great to see information about Montessori making its way into the hands of so many influential educators!

Please also note the quotes from new MNW Board member and senior associate at the National Center for Montessori in the Public Sector, Jackie Cossentino.

Download the full 3-page article by clicking above.

Download the full 3-page article by clicking above.

Posted on March 21, 2014 and filed under Articles, Elementary, A-to-I, From our Trainers, Primary, Resources.

Theoretically Speaking...

One of the many assignments that our Primary Students complete as part of their coursework is a Theory Project. The Theory Project represents a further exploration, integration, and understanding of selected topics and sources related to Montessori theory and practice.   

This assignment is unique in that it can take a handful of different forms. It can be a 5000 word essay presenting the student’s own synthesis of the chosen topic. It might take shape as a 20-minute presentation involving handouts, activities, visual aids, PowerPoint, or video. Some choose to create a sample “Parent Night, “ create a Podcast episode, or even interpret the information via artistic theater performance.  Each student is free to select the modality of their choice. (Very Montessori, no?)

Above we see Kate Simer, current Primary student, giving a presentation on the benefits of exposing children to second or other languages before the age of six.  She incorporated an interactive language lesson into the presentation, as well as a tasty food-preparation demonstration.

Kate has helped MNW with numerous Spanish translation projects and is the director of Hands-On Language, a Spanish language program for children that uses hands-on activities to make language learning fun.

 

Posted on March 19, 2014 and filed under En español, Primary.

News from the AMI Stewarding Council USA

The AMI Stewarding Council USA was formed in November 2012 as a result of the AMI Summit, with an aim to better facilitate the working of the Association Montessori Internationale across the formal and informal Montessori communities in the United States.  It comprises representatives of all AMI stakeholders in the United States.  Its overall aim is to significantly increase access to quality Montessori programs for more children, families, and communities. Learn more about the AMI Stewarding Council USA here.

Montessori Northwest, as represented by Executive Director Jennifer Davidson, is honored to be part of this ambitiously comprehensive work.

The Stewarding Council most recently met in February at the 2014 AMI Refresher Course in Houston, Texas. At this meeting the Council took time to ground itself in its mission and goals identified as outcomes of the Summit. They also discussed the vision of future work and adopted several action items.

A Communiqué was recently released, outlining the progress and process of that last Summit meeting. It's a lengthy document, but worth the read. It can be read in its entirety here.

Posted on March 17, 2014 and filed under Articles, From MNW Staff, Resources.

La respuesta Montessori al papel de la fantasia

This post available in English by clicking here.

Hace unos días publicamos una historia fascinante de Psychology Today en nuestra página de Facebook acerca de como los niños procesan la fantasía en los cuentos (lee el artículo completo aquí en Inglés).  

Este es un tema que la propia Dra. Montessori subscribió y que además atrae de forma particular a Sarah Werner,  Directora de Capacitación de primaria de MNW.  En respuesta a ese artículo, Sarah  ha contribuido con algunas perspectivas dentro del contexto histórico para ayudar a los montessorianos a entender mejor el papel de la fantasía en los relatos.

En 1919, María Montessori reconoció la controversia que provocaban sus puntos de vista acerca de los cuentos de hadas, al hablar ante la Child Study Society  (Sociedad de estudios infantiles) sobre el tema La imaginación de los niños a través de los cuentos de hadas. María Montessori bromeaba con el público acerca de que este tema le había sido impuesto, pues ella no lo habría elegido y después atrevido a enfrentar a la audiencia. A su crítica de los cuentos de hadas ella respondió: “Debido a que he sido muy directa al expresar mi opinión acerca del valor de los cuentos de hadas, la gente ha llegado a la conclusión de que yo estoy fuertemente opuesta a ellos. En realidad no siento un antagonismo tan intenso”. Su opinión acerca de los cuentos de hadas era muy simple: “La imaginación no es parte del problema, porque al contar cuentos de hadas, somos nosotros (los adultos) quienes imaginamos. El niño sólo escucha”.

Durante su conferencia, María Montessori dijo que “(El niño pequeño) no puede distinguir bien entre lo real y lo imaginario, entre las cosas que son posibles y las cosas que son meramente inventos”. Ella trataba, una vez más, de aclarar su posición acerca de la educación basada en cultivar la credulidad, en vez de la realidad (Times Education Supplement, 1919, reprinted in AMI communications, No. 2, 1975).

Y en un estudio relacionado...

A la edad de 15 meses, un infante es capaz de aplicar a la vida real algo que aprendió en un dibujo de algún libro y también transferir esa información en otra dirección (DeLoach & Ganea, 2009). 

Por ejemplo, un infante puede aprender el nombre de un pájaro en un dibujo de un libro y después identificar el pájaro en su patio y viceversa. Después de aprender el nombre de un objeto real, los niños pueden identificarlo con mayor éxito en una fotografía que en un dibujo. “El hecho de que la naturaleza emblemática de los dibujos parezca tener un papel relevante en la habilidad de los niños de interactuar de manera significativa con los libros tiene importantes implicaciones educativas, por ejemplo que los libros con más dibujos realistas son mejores para ayudar a los niños a aprender” (Ganea, Bloom-Pickard, & DeLoach, 2008).  En general, cuanto más se expone a los niños a libros antropomorfos (animales y objetos con habilidades humanas) tanto más se confunden acerca de las propiedades de animales y objetos reales (DeLoach & Ganea, 2009).

¿Qué piensas acerca de este tema? ¿Es este un tema al que te has enfrentado en el salón de clases o con los padres? Compártenos tus experiencias.

Necesitamos traductores

Notes on the Elementary Journal

This blog post supports the Elementary Journal Workshop scheduled for Thursday, April 17th. More information on that workshop by clicking here.

Montessori adult: “Did you write in your record book?”
Montessori elementary child: “I forgot.”

This scenario plays out in Montessori elementary classrooms everywhere.  But it doesn’t have to be this way.  The record book can be so much more than just one more thing that the adult has to remind the children to do.  When the child’s record of her work is implemented as a vital part of the work itself, then this record is approached the same way as other work:  with enthusiasm, joy, responsibility, interest, and love. 

Montessori elementary teachers have been requiring a work log from students for over 50 years; it’s a standard suggestion on AMI training courses.  But virtually all of the research about the suitability of this practice for elementary children has happened in conventional classrooms.  The most obvious theme to emerge from the research is that learning journals can be used to promote and support learning, not just record it.  Martinez and Roser (2008) found that even children as young as first graders would stay engaged longer with literature and literary concepts while writing or drawing in their journals about a chapter book than when being instructed in other ways.   The fourth graders in Glaser & Brunstein’s study (2007) learned and retained more about story writing when they wrote about their process.  Fourth and fifth graders whose teachers were instructed in how to implement journal writing did better on the unit test than those students whose teachers were not instructed (Aschbacher & Alonzo, 2006).  Similar results were found for seventh graders and social studies; journal writing was more effective as a learning tool than summarizing (Cantrell, et al., 2000).

Even though our pedagogy is different from what’s practiced in conventional classrooms, we can still learn from this research.  Even without testing or grades, we can all appreciate that longer periods of concentration, deeper engagement, and stronger retention are desired outcomes.  Perhaps most importantly, a strong journal practice informs students’ choices and empowers them to take initiative in their own learning.  Join us to learn more about how to support these outcomes for your students. 

This blog post supports the Elementary Journal Workshop scheduled for Thursday, April 17th. More information on that workshop by clicking here.

Download and print a flyer here.

Download and print a flyer here.

Posted on March 12, 2014 .

Welcome to Some Special Visitors!

Montessori Northwest lives up to its reputation this week as being a bustling hub of activity. In the upcoming days we’re playing host to a few noteworthy visitors.

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First, Elementary Course 2 welcomes guest lecturer Alison Awes, Director of Elementary Training at the Montessori Center of Minnesota in St. Paul. Alison is in town to offer a NAMTA workshop about working with children with dyslexia in a Montessori environment on Thursday.  While she's in Portland she will give math and geometry presentations on the Elementary Course for two days while Elise and the rest of the elementary staff do the final album checks for the history albums and prepare for the next round of observation and practice teaching.

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Also visiting MNW this week are the Senior Associate & Director of Research and the Founding Director of the National Center for Montessori in the Public Sector;  Jackie Cossentino and Keith Whitescarver.  Keith and Jackie are on a Pacific NW Tour to visit Montessori Public School programs, promote the Montessori Census Project, as well as connect with Training Centers like ours.

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Lastly, we have some special guests visiting from our cooperative partners. Ms. Brenda Jones with Marylhurst University and Jack Rice with Loyola University Maryland. (Did you know that that students who participate in one of these cooperative programs can apply directly to the cooperating institution for financial aid after admission to that program. This financial aid can cover the cost of the AMI course and the additional cost of the Master’s Degree or Bachelor Degree completion program.)

Brenda and Jack will also be on hand at Tuesday, March 11th’s Open House to answer questions and meet new prospective students.

We look forward to welcoming these colleagues, as well as many other people in the upcoming days!

Cycles in Nature

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In July last year a group of 8 middle school students from Pacific Crest Montessori School in Seattle, WA set out on their bikes to ride 200 miles to the 2013 International Montessori Congress in Portland, OR. This was the start of something new and powerful with impact reaching far beyond a bike ride. The Portland congress was the first time ever that adolescents were invited—and given a voice—at a Montessori congress. The idea to bike there was inspired by the first Cycles in Nature event held in May of 2013; students from Australia, Thailand, Mexico, the US and Canada spent a day on bicycles participating in a grassroots initia- tive to build a global adolescent Montessori network. But, most importantly, these students represent the beginning of a movement that empowers Montessori students to make the world a better place. 

This year, the organizers of Cycles in Nature have opened the event to Montessori Students of all ages--And you're encouraged to participate!

Cycles in Nature is more than a day of fresh air and exercise. With a dedicated local and global fundraising component, it gives students a way to feel relevant in the world. So, we are dedicating May 2014 to cycle together to:

  • Create a network of empowered Montessori youth

  • Give indivduals the opportunity to feel relevant and have global impact

  • Support environmental sustainability and social justice through fundraising 

The cycle ride will be a sponsored event, raising money per mile from family and friends, local businesses, grant organizations and everybody in between. The funds will be split 50/50 between a local organization (of each school’s own choice) and a global initiative that supports social justice or environmental sustain- ability. This year’s global initiatives are: Children’s Eternal Rain Forest Project (Montessori Institute for the Science of Peace) and the Article 15 Foundation, which supports youth in Senegal to find their way out of poverty through education and income generating activities. 

Join us! You choose the day that works for your school, then through our website you’ll download all the resources you need to get started. On our blog students can publicize their event, put their route on the map, share stories and photos, and stay in touch with other schools all over the world. www.cyclesinnature.org

Montessori Responds to the Role of Fantasy

A few days ago we posted a fascinating story from Psychology Today to our FaceBook page about how children process fantasy in stories (read the full story here).

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This is a subject that Dr. Montessori herself addressed, and one that particularly fascinates MNW's Director of Primary Training, Sarah Werner Andrews. In response to that article in Psychology Today, Sarah has contributed some fascinating perspectives within historical context to help Montessorians better understand the role of fantasy in storytelling.

Montessori acknowledged the controversy surrounding her views on fairy tales in 1919, when she spoke to the Child Study Society on the topic:  Children’s Imagination by Means of Fairy Tales.  Montessori joked with the crowd that this topic was dictated to her; she would not have dared to choose it herself and face the audience!  To her criticism of fairy tales, she answered, “When I have been so bold as to express my opinion of the value of the fairy tale, people have jumped to the conclusion that I was fiercely opposed to it.  I do not really feel any such intense antagonism.” Her point regarding fairy tales was simply, “Imagination really does not enter into the problem, because in telling fairy tales it is we (the adult) who do the imagining.  The child only listens.”

During that speech Montessori told the listeners, “(The young child) cannot distinguish well between the real and the imaginary, between things that are possible and things that are merely ‘made up’.” During this speech in 1919, Montessori was attempting once again to clarify her position regarding education based on cultivating credulity, instead of on reality. (Times Education Supplement, 1919, reprinted in AMI communications, No. 2, 1975)

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And in a related study… By 15 months of age, young children can apply something learned from a picture book to real life, and also transfer that information in the other direction (DeLoach & Ganea, 2009).  For example, a toddler can learn the name for a robin in a picture book, and then identify a robin in the backyard, and vice versa.  After learning the name of a real object, children were more successful transferring that name to a photograph than to a cartoon drawing of the object.  “The fact that the iconic nature of pictures seems to have an important role in children’s ability to interact meaningfully with books has important educational implications; namely, that books with more realistic pictures are better for assisting young children’s learning” (Ganea, Bloom-Pickard, & DeLoach, 2008).  In general, the more young children are exposed to anthropomorphized books, (animals or objects given human attributes) the more likely they are to confuse their beliefs about the properties of real animals or objects (DeLoach & Ganea, 2009).

What are your thoughts on the subject?  Is this a subject that you've had to deal with the in classroom or with parents? Let's hear about it!

Great Visual Resource

As educators, we often seek out unique and fascinating visuals to engage our students. With this in mind, an interesting resource for you--Enjoy!

(This post originally appeared on the Public Domain Review.)

Last week the ever-incredible British Library announced that they were gifting more than 1 million images to the world, uploaded to Flickr Commons under the public domain mark, meaning complete freedom of re-use. The range and breadth of images is phenomenal. As they say in their post announcing the release the “images themselves cover a startling mix of subjects: There are maps, geological diagrams, beautiful illustrations, comical satire, illuminated and decorative letters, colourful illustrations, landscapes, wall-paintings and so much more that even we are not aware of”. Each image was extracted from its respective home (books making up a total of 65,000 already digitised volumes) by a program known as the ‘Mechanical Curator’, a creation of the British Library Labs project. A crowdsourcing application is being launched in the new year to help describe what the images portray – and the British Library is also putting out a general plea for people to innovate new ways to navigate, find and display this incredible array of images. (Email BL Labs here).

Doing Prekindergarten Right

We occasionally forward along relevant information from other sources.
For example, this great article from the Huffington Post by Ruth Bettelheim, Ph.D..

American leaders are beginning to address the deficits in our country's early education system. However, President Obama's call for a major expansion of public prekindergarten education, and even the commitment to providing universal preschool education recently made by both New York's governor and New York City's mayor, do not go far enough. While both proposals take big steps in the right direction, they would only apply to children age 4 and up, and would not systematically reform the kind of education these children receive. The only way to do preschool really right is to start when children are significantly younger, to use educational methods specially targeted at the emotional, social, and cognitive development of toddlers, and to increase mandatory training and salaries for preschool teachers.

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Preschool children think and function differently than school-age children, which is why primary school typically begins at age 6 or 7 everywhere in the world. Since the curricula and methods designed for older children don't work for toddlers, preschools are often run like babysitting centers, with teachers who are trained (and paid) much more poorly than their primary school counterparts.

However, we now know that the first 5 years of life constitute the most critical period for the development of social, emotional, physical and cognitive skills. If things go wrong at this stage, the price is a life time of handicaps and often failure in one or more areas. Far from not being ready for education, young children urgently need high quality educational experiences to maximize whatever potential they were born with.

This maximization requires different educational methods than those developed for older children. Fortunately, several methods have been developed during the past century to enhance learning for young children. Most prominently, Dr. Montessori developed her method by investigating which approaches could best educate the severely impoverished slum children of early 20th century Rome.

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The Montessori Method systematically teaches independent problem solving, starting at age 18 months, using hands-on learning and the native interests of preschoolers. She demonstrated that, given adequate food, regular health checkups, and the right full-day program, virtually all of even the most deprived children could learn to an equal or higher standard than their more privileged, traditionally educated peers.

Other methods, such as Reggio Emilia, Waldorf, Dewey, Abecedarian, and Bank Street, also address the unique needs of this age group. Unfortunately, sufficiently rigorous, longitudinal trials of these approaches have not yet been undertaken to determine which ones best serve the developmental needs of very young children.

Pedagogy and education research have both systematically undervalued the importance of social and emotional development in preschool children. Indeed, neuroscientific evidence demonstrates that all learning is based on emotional responses and social experiences. Therefore, social and emotional intelligence need to be developed as carefully and as thoughtfully as IQ. We now know that all three are essential for success in our highly networked, rapidly changing technological age.

Therefore, teachers need to be trained not only in the most effective approaches to cognitive development in young children, but also in how to foster and enhance their very sensitive emotional and social development. This will require both increased funding for research, and more rigorous training programs for preschool teachers. But recruiting and retaining highly talented and motivated teachers requires that salaries be increased significantly, to better match the critical importance and extremely demanding nature of their work.

While all of these measures may sound expensive, over a generation they would be far more than offset by the reduced costs of homelessness, unemployment, incarceration, addiction and all the other ills to which poor educational outcomes can lead, and by the increased productivity of a better-educated workforce. Indeed, according to Nobel Prize winning economist James Heckman, the rate of return on investment when high quality preschool starts very early "is in the range of 6 percent to 10 percent per year per dollar invested."

However, even the best preschool education will not be maximally effective if it does not start until children are four, by which point the majority of that critical 0- to 5-year-old window has already passed. If we want to give every child the best chance for success, universal full-day preschool should start at 1+ or 2+. With that in place, in just a few years, children from all backgrounds will start arriving at primary school on track, with the skills and background necessary to be successful students. As we begin to expand and reform public preschool education, we should make the commitment to give all children a true head start toward fulfilling their potential.

Posted on February 5, 2014 and filed under Articles.