Montessori Vancouver

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hildren who go through a Montessori program reap enormous benefits both socially and academically. “By the end of Kindergarten, the Montessori children performed better on standardized tests of reading and math, engaged in more positive interaction on the playground, and showed more advanced social cognition and executive control.”*

“Students who had participated in the Montessori program significantly outperformed the Peer Control group on Math/ Science scores.”**

The Montessori curriculum provides an optimal environment for children’s intellectual, social, emotional, and physical growth. The Montessori materials are designed with specific developmental goals in mind that meet the needs of the preschool and Kindergarten child and which give the child a real advantage both academically and socially in later schooling. The practical life materials encourage hand-eye coordination, fine motor skills, control of movement, and independence. The sensorial materials are designed to refine the senses as well as to introduce concepts of comparison, sequence, and logic. Children under the age of six are in a sensitive period for language; thus it is very beneficial to them to have a structured language program which prepares them for reading and writing. This good foundation of language in preschool makes a difference for them when they get older because one of the biggest factors in children’s success in school is their language abilities at the grade one level. The math materials introduce the children to abstraction, which is another important developmental milestone for preschoolers. The benefits of early exposure to such a concrete, progressive math program are long lasting.

Read about a neuropsychologist’s view of the cognitive advantages of the Montessori program.

*Science. September 29, 2006. vol. 313.”The Early Years: Evaluating Montessori” Angeline Lillard and Nicole Else-Quest
**Outcomes for Students in a Montessori Program: A Longitudinal Study of the Experience in the Milwaukee Public Schools by Kathryn Rindskopf Dohrmann May 2003 report. P.3