Boston Preschool Guide 2018

2018/19 Edition

BostonParentsPaper.com

From Babies to Toddlers to Preschool

Choose the Best School for Your Child and Family

Understanding School Philosophies • What to Know About Challenging Behavior • Extracurricular Activities Making School Lunch a Success • Sick Day Plan • And More!

Our Vision Nuestra Visión

To create a truly significant and lifelong impact on the lives and passions of the children who will shape the future of our society.

What We Do Lo Que Hacemos

Pine Village educates and nurtures each child’s individuality within a culturally diverse bilingual community, so that every child develops a true passion for learning and an ability to engage in any environment and community.

The Results Los Resultados

Pine Village launches children on a path to global citizenship and offers parents of toddlers and preschoolers a modern approach to child development where the seeds of creativity, acceptance, and inclusion are planted and encouraged to grow.

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2014 WINNER

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2015 WINNER

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2016 WINNER

2017 WINNER

Our Neighborhood Schools

• Brighton • Brookline • Cambridge (2 locations)

• Jamaica Plain (2 locations) • Newton (2 locations) • South End

enrollmentpvp@gmail.com 617-416-7763 www.MyBilingualPreschool.com 2

Boston Parents Paper | 2018

2018 | BostonParentsPaper.com

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Finding a program that continually nurtures your child can be tricky.

Boston Ballet School’s curriculum is designed to support children as they grow.

Sharing the Joy of Dance

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LAYING THE FOUNDATION FOR SUCCESS

oung children mature emotionally and physically at their own rate. Boston Ballet School’s Children’s Program syllabus was designed by Luciano Aimar, the Head of Children’s Curriculum, to coincide with childhood development. In a supportive class environment, children work on motor skills, creative thinking, coordination, and attention and listening skills. The focus is on the students’ understanding of concepts, reasoning, and structure of ballet. To Aimar, the curriculum is all-encompassing, “We follow a curriculum based on twenty years of research about the children’s developmental stage, the psychology of the children, how children learn movement, and how children learn dancing.”

However, the curriculum only succeeds when utilized in tandem with Boston Ballet School’s esteemed faculty. The Children’s Program faculty has over 60 years of experience. Many are child development experts who work together to support each student throughout every step of the progressive curriculum.

Margaret Tracey, Boston Ballet School Director, notes the faculty’s dedication to ensuring every child grows the most they can in each class while having fun, “All of our Children’s Program faculty are trained and certified according to our Curriculum. They draw upon both their thorough training and diverse backgrounds to nurture our students to success. Most importantly, they are rooted in their passion for working with young

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Boston Parents Paper | August 2018

Boston Parents Paper | 2018

children throughout all stages of childhood development.”

The curriculum also serves to enhance life at home for these children. One parent noted that Boston Ballet School had succeeded in creating more than just passionate young students, “Boston Ballet School helps my son grow as a dancer and as a compassionate person.” Through a fun and exciting exploration into the world of dance, Boston Ballet School fosters confidence, pride, and a sense of self worth within each individual. Michael, a Children’s Program parent, says, “Boston Ballet School has instilled in my children that desire to constantly improve and that will serve them well for the rest of their lives.” No matter background or experience level, every Children’s Program student will emerge with self-assurance and a lifelong love of dance.

The faculty at Boston Ballet School encourages every aspect of a child’s dance experience from participating in class to presenting in the “Step by Step” demonstration at the end of every school year.

Throughout the year’s journey, parents are invited to observe their child’s class.

Mari, a Children’s Program parent, was impressed with her children’s progress, noting “My daughters gained confidence; they learned independence, and how to focus on their own.”

Mercedes, an 18-year-old recent graduate of Boston Ballet School, will be attending Harvard University this fall. She began her ballet journey 13 years ago at age five in the Children’s Program. When she thinks back to her time in the program,

she remembers how happy she felt when in class every week, “Some of my fondest memories are of simply being with some of my closest friends and dancing together.” These friendships and every student’s joy of dance are part of what make classes so productive and exciting.

Boston Ballet School recognizes the importance of abundant family time for a young child. Three convenient branches—located in Boston, Newton, and Marblehead—make it easy for families to attend class. The Children’s Program offers one class per week for children between the ages of sixteen months and seven years so that children may be fully immersed in the Boston Ballet School experience while still having time for the many other aspects of life. Mercedes attended class at the Newton location, which was closest to her home and most suitable for her family.

Developing as an Individual When Mercedes turned eight, she transitioned from the Children’s Program to the Classical Ballet Program (ages 8-19).

Where the Children’s Program sparked her love of ballet, the Classical Ballet Program gave her an opportunity to dive deeper and explore the more nuanced aspects of dance. The 10 level curriculum consists of three sections–elementary, intermediate, and advanced levels. The ballet class structure is emphasized for students as they acclimate to a more formal class environment. In addition, the option of enrichment classes such as modern and character greatly support what students learn in their ballet classes.

In the Classical Ballet Program, students begin to develop an acute sense of musicality, greater strength and coordination, and the ability to be a versatile dancer. Each level moves at an appropriate pace that allows students to master key fundamental skills. Throughout the ten levels of progressive study, students will feel themselves gain strength, speed, and knowledge.

Students in the Classical Ballet Program also have the unique opportunity to perform in various demonstrations and productions throughout the year. The first is Boston Ballet School’s Spring Showcase performance. In these performances, students share their year’s progress with family, friends, and community members.

The second opportunity is the chance to perform with Boston Ballet in professional productions such as Mikko Nissinen’s The Nutcracker. Every September, eligible students may audition for a role in The Nutcracker, an exclusive benefit, available only to BBS students.

All students who perform in the Spring Showcase or Nutcracker performances will experience firsthand the concepts that their teachers instill in them regularly.

Michael appreciates that his children are learning both in the studio and from observation, “One of their teachers once said that there’s no perfection in ballet, that even the professionals are continuing to work to improve themselves.” Many of the faculty at Boston Ballet School were professional dancers, and work to incorporate lessons they learned during their careers into their classes. This helps give every ballet class greater scope and meaning.

Along with insight from experienced faculty, the Classical Ballet Program also provides live piano accompaniment for every class. This improves musicality by training students to listen for rhythm, dynamics, and musical cues. Other resources such as Boston Ballet School’s Wellness Program assist young developing dancers with physical therapy and nutrition.

These programs work in tandem with every student’s training to develop both physically and mentally strong dancers.

While Boston Ballet School strives to achieve excellence in ballet training, nurturing and supporting each student as an individual is crucial. Mercedes always knew that she was in a welcoming and safe environment in which she could feel free to express herself through dance. She

recalls several of her teachers who were instrumental in pushing her to be the best version of herself, “Laura Young stands out as a faculty member who I always saw as a role model and who has inspired me to work hard in all of my endeavors and pursue what I am passionate about.”

Laura Young was previously a principal dancer with Boston Ballet and is currently a Senior Faculty member at Boston Ballet School. Other teachers became mentors who were equally influential in Mercedes’

Tamara King, the Principal of Boston Ballet School’s Newton location, is proud of the successes of graduating students, “Our graduates have gone on to pursue academic study in a wide variety of fields, often at the most prestigious colleges and universities in the country.” In general, higher level institutions admire students who have demonstrated both excellence in one or more field, as well as those who are driven, dedicated, and independent.

Throughout all of its programs and levels,

“ We follow a curriculum based on twenty years of research about

the children’s developmental stage, the psychology of the children, how children learn movement, and how children learn dancing. ” —Luciano Aimar

training and personal development. She recalls how fortunate she felt to have found Boston Ballet School at such a young age, “I appreciate how lucky I was to have had access to all of the opportunities that the school offers that are rarely found elsewhere.”

The Smooth Transition to College Following her completion of the Classical Ballet Program, Mercedes began reflecting upon what she had learned in her thirteen years as a student at Boston Ballet School. In addition to her strong dance technique and thorough knowledge of ballet vocabulary, she gained confidence through performing in front of an audience and expanded her knowledge of wellness, dance history, and college and career options through additional resources like professional development lectures.

Through her training, she also gained valuable skills such as critical thinking, problem solving, and time management.

She learned healthy lifestyle habits which ultimately increased her self confidence and made her outlook on life more positive. Mercedes agrees that Boston Ballet School has provided her with crucial skills that will continue to aid her in all aspects of her life, “I learned the value of steadfast dedication and hard work, and was able to apply those skills to my life outside of the studio in a way that allowed me to succeed academically and in my other extra-curricular interests. I can now see and greatly appreciate how these skills have opened so many doors for me as I move forwards.”

Training at Boston Ballet School has helped Mercedes prepare her for college.

Boston Ballet School fosters these traits because they are immensely helpful to the success of a dance student, as well as practical in the application of real-world scenarios.

Dance will always be an important part of Mercedes’ life, whether she is working to improve accessibility to the performing arts or dancing in a group on Harvard’s campus. She hopes to continue to dance in some capacity because Boston Ballet School has instilled in her a love of dance that will never diminish. Most importantly, she wants to convey the power of a great dance education for all, “Everyone should have the chance to learn to express themselves through dance or see a performance and experience the liberating value of the performing arts.”

JOIN US • Children ages of 16 months and seven years may register for our Children’s Ballet Program.

• Students ages 8–18 may take a placement class to determine their appropriate level within the Classical Ballet Program.

• The schedule and rates per class will vary by level. Enrollment is ongoing.

Call 617.456.6333 to schedule a placement class or visit bostonballet.org/Home/Education to register for classes during the 2018–2019 school year.

August 2018 | BostonParentsPaper.com

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2018 | BostonParentsPaper.com

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Contents What’s Inside School Basics 6

Early Childhood Programs

10 Help Your Child Make the Most of

Daycare and Preschool

Behavior 14 Why Cultivating Patience Matters 16 5 Things to Know About

Challenging Behavior

Nutrition & Health

18 Making Lunch a Success 22 Sick Day Plan

Enrichment

24 Be an Art Enabler 29 Choosing an After-School Activity

for Your Child

Directory

31 Preschool Listings

35 Montessori School Guide 38 40 42 44 46

Benefits of Montessori Montessori Defined Montessori Learning Materials Core Concepts Montessori School Listings

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2018 | BostonParentsPaper.com

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SCHOOL BASICS

YOUR GUIDE TO SELECTING THE BEST

hen your child is ready for daycare or preschool, you’ll want to find a place that’s both nurturing and stimulating. Here are some factors to consider when picking the right school for your child, as well as some questions to ask as you prepare for your tour.

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Boston Parents Paper | 2018

ONCE THERE, TRUST YOUR FIRST IMPRESSION OF THE SCHOOL. IS THE PLACE CLEAN, WELL LIT AND ORGANIZED? Think about your child’s age and developmental stage. Many preschools accept children only when they’re at least 3 years old at the start of the school year, usually in September. Some preschools require children to be potty-trained and ready to “separate” from a parent, while others will work with families on both issues. Many preschools offer different schedules and options, from a two- to five-day week and half- or full-day classes, so that parents can choose which suits their schedule and comfort level.

Make a list of priorities in your preschool search. In many situations, price will be a major issue. Childcare facilities and preschools can cost between $5,000 and $25,000 a year. Check with the Massachusetts Department of Education on whether your family is eligible for state funds to help pay for preschool. Another important consideration is proximity. Driving across town to drop off your child only to pick him up three to four hours later will get old after a while. For parents who work, finding a school that offers extendedday care, year-round education or lunch programs will be essential.

Some childcare facilities and preschools will allow you to bring children along on the tour, while others may want your undivided attention and ask you to leave the kids at home. Once there, trust your first impression of the school.

Is the place clean, well lit and organized? Does the artwork look fun and creative? Many tours will be conducted after school hours, but you’ll get a much better sense of the school if you can visit while children are at play. By law, infant rooms must offer a teacher-to-student ratio of 1:3, toddler rooms a teacher-to-student ratio of 1:4, and for preschools a teacher-to-student ratio of 1:10 for full day and 1:12 for half day. But that doesn’t mean every student will thrive with that proportion. Consider your child’s personality. Can she assert herself to get the attention she needs, or will she benefit from having more teachers around? ■>>>

Important Questions to Ask the School and Yourself When looking at childcare facilities and preschools, ask yourself or the director the following questions:

The Program • Does the program have a clear statement of its goals and philosophy?

• Does it consider a child’s social, emotional and physical needs?

• Is the atmosphere warm, nurturing and accepting?

• Does the curriculum meet your child’s needs?

• Is the content culturally diverse and free of bias?

• Does the school offer a balance of individual, small-group and largegroup activities?

• Do activities encourage self-expression?

• Is there a balance between quiet periods and vigorous activities?

• Is there a routine to most days?

• Are expectations and limits clear?

• What is the discipline policy?

• Does the program have an up-to date state license? Is it accredited by the National Academy of Early Childhood Programs, a division of the National Association for the Education of Young Children (NAECP)?

Accreditation is a voluntary self-study of staff qualifications, physical environment, curriculum, parent questionnaires and observations by the director, staff and a representative of the NAECP.

The Teachers • What are the teachers’ qualifications?

• What is the ratio of children to teachers?

• Is there frequent staff turnover?

• Do teachers encourage and respond to children’s natural interests?

• Are they cheerful and patient?

• How do the adults interact with the children and with each other?

The Setting • Does it look safe indoors and outdoors?

• Can you imagine your child in this setting?

• Are the children happy, relaxed, feeling good about themselves and engaged in meaningful play?

• Does the setting foster productive interactions between children?

• Is there a wide variety of materials? Are they orderly and easily accessible?

• Do equipment and toys encourage individual and group play and improve motor skills?

• Are the walls covered with age appropriate artwork?

Parent Involvement • Is parent involvement welcomed and encouraged? How? • Will school staff refer you to parents whose children have attended the program?

2018 | BostonParentsPaper.com

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Tobin Children’s sChool & The Tobin sChool

LEADERS IN EARLY CHILDHOOD EDUCATION

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Defining Preschool Philosophies • Nursery schools and preschools can be privately or locally funded, secular or religious, and located in either private facilities or municipal buildings. Some schools operate under specific philosophies: • Child study centers at colleges and universities provide high quality education to children while offering a laboratory learning experience for college and university students.

LEADERS IN EARLY CHILDHOOD EDUCATION

WESTWOOD CHILDREN’S SCHOOL

offers NAEYC Accredited full day, full year care for infants, toddlers and preschoolers.

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offers NAEYC Accredited full day PreK and our innovative Junior Kindergarten option.

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WestWood Children’s sChool: 781-329-7766 • WWW.WestWoodChildrenssChool.org tobin sChool WestWood: 781-329-7775 • WWW.tobinsChoolWestWood.org

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Boston Parents Paper | 2018

• Cooperative preschools require parent involvement in the classroom. Parents serve as teachers’ aides for a few days per month or share in other routine tasks, such as bookkeeping and maintenance.

• Full-day programs (often called “daycare”) are located in an individual provider’s home or in a separate childcare center.

• Full-year preschools offer yearlong, full-day programs in some communities with on-going enrollment.

• Montessori schools use the approach that young children learn best through direct sensory experiences, such as manipulating blocks or pegboards. Teachers control the environment and the child moves from activity to activity at his own pace.

• Reggio Emilia schools emphasize a child’s symbolic language through drawing, dramatic play and writing. Great importance is placed on the partnership between school and home, and the classroom is very child-directed.

• Waldorf schools offer plenty of opportunity for dramatic, imitative and creative play, as well as an emphasis on practical activities, such as gardening and cooking. The focus is placed on developing the child’s senses.

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2018 | BostonParentsPaper.com

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SCHOOL BASICS

By Sandra Gordon

T

hese strategies can help ease your child’s jitters for an easy transition and lead to a successful year of fun times and good friends.

“Both daycares and preschools offer kids experiences they might not get at home, such as exposure to a larger social environment that can help them learn how to get along well with others,” says Cathy Keller, the director of a preschool and infant care center. Who knew that 18-month-olds could have friends? When kids go to daycare and preschool, their schedules tend to fill up with playdates and birthday parties.

Developmentally, kids who’ve done at least a year of preschool are more ready to jump into the learning environment of kindergarten, too.

“Preschool is an environment in which kids have the opportunity to use language in many different ways with others who are at the same developmental age,” says Jennifer Kurumada Chuang, the owner of a child care center and preschool. But, overall, preschool helps young, naturally egocentric kids learn how to exist with others in a classroom. “Preschoolers learn how to take turns, follow directions, pick up after themselves, stand in line, sit in a circle, raise their hand, use their words to express themselves instead of physically acting out and talk when it’s appropriate,” Kurumada Chuang says.

All told, your child’s early learning experiences can set the tone for years to come. To help your child prepare for daycare and preschool and reinforce the lessons he learns there, here’s the homework you can do that can make all the difference.

Pick the right daycare or preschool. “Separating from mom and dad can be tough for infants, toddlers

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Boston Parents Paper | 2018

and preschoolers, though some kids display it more aggressively than others,” says Keller. To make drop-off easier, choose a daycare or preschool you feel good about. “Parents telegraph their comfort and confidence about the school in so many ways to their kids,” says Keller. If you’re happy with your choice of school and know that your child is in a good learning situation, your child will pick up on your confidence and be OK with it, too, even if he initially doesn’t seem to like going there. And keep in mind that separation anxiety is oft en more painful for you than your child.

“Children are amazingly adaptable,” Keller says.

Manage morning madness. To help make drop-off at daycare or preschool smoother, take the hassle out of your morning. Try doing what you can the night before, when you have more time to think the next day through. For example, fill out permission slips, write any notes to the teacher and checks for daycare or preschool, and put them in your child’s backpack or lunchbox. You can even set the table for breakfast and take out the breakfast cereal, if you want to. You could also check the weather forecast and let your preschooler set out the next day’s outfit, and give choices: “Do you want to wear the striped shirt or the orange one? Your blue jeans or sweatpants?”

As soon as you can, “Get your kids invested in the process with age-appropriate tasks,” says Mary Robbins, a licensed clinical social worker. To encourage your preschooler to begin to do these things on her own, praise her for a job well done, such as: “Wow! You picked your outfit by yourself? You’re getting to be such a big girl!” As your child masters one task, add another.

Eventually, she can help you pack her snack and her lunch the night before.

Stick to a routine. Whether your child is in daycare or preschool, establish a morning routine and stick to it. It might be: wake up, get dressed, eat breakfast,

have a short playtime together, doublecheck the backpack or lunchbox and leave the house. “Structured routines give children a sense of control. When they know what’s coming next, they’re less likely to procrastinate or become anxious about going to daycare or preschool,” Keller says.

Make a morning-routine poster for your family and put it in a common area, such as on your fridge. The poster should outline the order of tasks such as dressing, eating breakfast, putting on shoes and socks and brushing hair and teeth.

Use pictures to convey the message.

If your child dawdles even with a set routine, move up his bedtime and his wake-up by 15 minutes instead of trying to get him to conform to your schedule. Also, make sure he gets to bed early enough so he’s more apt to be up-and-at-’em in the morning. Keep in mind that infants 3 to 11 months need nine to 12 hours of sleep at night and a 30-minute to four-hour nap one to three times a day. Toddlers need 12 to 14 hours of sleep in 24 hours and preschoolers need 11 to 13 hours of shut-eye at night. >>> 2018 | BostonParentsPaper.com

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“BEING READ TO IS THE SINGLE MOST CONSISTENT AND RELIABLE PREDICTOR OF ACADEMIC SUCCESS LATER IN LIFE.” —KURUMADA CHUANG.

Don’t dawdle. At daycare or preschool, say goodbye to your child calmly, give your child a kiss and hug and tell her when you’ll be back to pick her up, such as after lunch or her nap. Then walk out the door and let the teacher give your child some lovies so you can make a quick exit. At the end of the day, make sure you’re there to collect your child when you say you will be. “Kids that young can’t tell time, but they will know that if you always pick up after their nap and you’re not there until 5 p.m., that’s a big difference,” Keller says. Try to pick up at the same time every day, if possible.

Read, read, read to your child. “Being read to is the single most consistent and reliable predictor of academic success later in life,” says Kurumada Chuang. She recommends reading to your preschooler for 20 minutes every night at bedtime.

While you’re at it, stop every so often and ask your child a question about the story before turning the page, such as: “Gosh, why do you think she was sad?” or “What do you think is going to happen next?” Making reading more interactive makes it more fun and helps build your child’s comprehension skills.

Help your child learn to follow directions. To help your preschooler get the hang of following directions, practice at home by giving simple commands, such as “Please help me pick up your toys and put them in the toy box.” Then, encourage your child to follow through by offering an incentive to do whatever it is you’re asking.

Tell your child that he can play outside once he’s finished putting his toys away. An incentive helps him understand that following directions makes other fun activities possible. If he doesn’t follow your directions and, for example, put his toys away, calmly explain that he won’t be able to play with those toys for the rest of the day or go to the park. Keep it positive by focusing on how clean the playroom will look when you’re done.

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Then praise him when he’s successful. “You followed my directions so well. Thank you for helping me put your toys in the toy box like I asked you to! That was so helpful.”

Help your child master sharing and turntaking. From ages 3 to 5, children tend to hoard coveted toys and objects. They’re not really ready to grasp the concept of sharing yet. But you can help your youngster practice by having her “take turns” with toys and praising her when she shares on her own.

To help her develop the empathy that true sharing requires, state what she did and how it makes others feel, such as: “Thank you for sharing. It makes your sister feel good when you share the ball.” Your child should be able to “own” special or new toys, though, so keep them out of sight on playdates or in her room away from siblings.

By kindergarten, children are capable of sharing well and taking turns. If your child isn’t there yet, help her get the hang of it by inviting a friend over for a cooperative task such as baking cookies. If things aren’t going well, calmly ask her to sit out. Pretty soon, she’ll get the idea and want to join in on the fun again. You can also read your child books about sharing and discuss them. In the classic tale Stone Soup, retold by Heather Forest, for example, two hungry travelers make soup from ingredients that everyone in the town contributes.

What makes it extra delicious is the sharing it took to make it.

Help your child make friends. If you get the sense your toddler or preschooler needs a little help in the social department, try hosting playdates with others your child likes or with whom he has common interests. Playdates offer an opportunity to break away from the group and foster individual

friendships. You might begin by asking your preschooler, for example: “How about a playdate with Bobby? I notice that he likes to draw, too.” If you’re not sure who to invite over first, ask your child’s preschool teacher if there’s anyone in the classroom who might be a good match for your child. Then, feel free to go from there and make the rounds so that your child gets the chance to know several children better.

To help your child play host, let him pick the snack and ask him beforehand what games and activities he and his friend might like to do. On the playdate, feel free to play along and stay close by to make sure everyone stays safe. But give your child and his friend the chance to play on their own, too. To help things go smoothly, keep playdates to two hours; children start to get tired after that. And keep it simple by inviting just one child over at a time.

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Hone your child’s listening skills. At the dinner table and during car rides, help your preschooler hone her listening skills by asking her to wait to speak until her brother has finished his sentence. When it’s her turn, remind her, “Now it’s your turn to talk. Thank you for being patient and for being such a good listener while your brother was talking.” Explain that being a good listener shows respect for the speaker, whether it’s her brother or her teacher and the other students at school who are trying to hear what the teacher has to say. Mention that it’s a two-way street: When she’s a good listener, she’s showing the same kind of respect that she gets when others listen to her. If she continues to interrupt, keep reminding her that she’ll get the chance to talk. Becoming a good listener, like many things, can take lots of practice.

Focus on your child. When it’s time to collect your child, be really glad to see him. Make sure you’re not on your cell phone or otherwise distracted. “Pick-up should be all about your child,” Keller says. “Your child wants to know you’re super glad to see him and that you’ve been looking forward to it all day.” ■ Sandra Gordon is an author and freelance writer.

2018 | BostonParentsPaper.com

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BEHAVIOR

By Deidre Wilson

P

ATIENCE REQUIRES SELF-CONTROL, a skill that kids learn as they grow. But lately, some parents and teachers worry that children are more impatient than ever.

They wonder why kids can’t seem to focus at school and always seem distracted, wanting to move on to something else.

Are we really raising a generation of children who come into this world automatically unfocused, or is the problem innately that we’re more distracted as parents with all of our gizmos and gadgets? After all, it’s hard to get frustrated with impatient children when we ourselves are exasperated when there aren’t enough bars on our cell phones to make a call.

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Diane Levin, an education professor at Boston’s Wheelock College and author of Remote Control Childhood: Combating the Hazards of Media Culture (National Association for the Education of Young People, 1998), believes there’s an increasing sense of impatience among kids in the classroom. For her book’s second printing in 2013, Levin interviewed teachers about changes they’ve seen in young children. She kept hearing the same thing – that kids have trouble staying on task.

Calling it “problem solving deficit disorder,” Levin explains, “These are the kids who were born when the huge push for media for babies began.” The trouble, she insists, is that the more dependent kids become on computer screens or electronic toys, the harder it is for them to focus on solving a real-world problem.

On the other hand, Lawrence Cohen, Ph.D., a Brookline psychologist and play therapy expert, wonders if parents are fostering impatience in kids without realizing it. “We’re rushing our children a lot, and then they’re impatient with us,” says Cohen, the author of Playful Parenting (Ballantine Books, 2002). “They’ve picked that up from us because we’re oft en rushing them.” Think of it this way, he says: If you and your child are playing make-believe together, who’s done playing sooner? You are, most likely.

WHATEVER THE REASONS FOR KIDS’ IMPATIENCE, COHEN AND LEVIN OFFER THESE TIPS: • Surrender to the moment. Whether your kids want to run from one zoo exhibit to another or just go through the entrance turnstile over and over, “join them in their world” and don’t try to push them too quickly to move on, Cohen says. You’ll be role-modeling patience.

• If your child never seems to focus on one thing for long, set aside time each week to go at his pace. “As hard as it is to bounce around from one thing to the next … stick with it a little longer and enjoy your kids,” Cohen says.

• If you have to say no to a child, acknowledge her frustration. “When we say no, there’s no reason we can’t be relaxed and light about it,” Cohen says

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• Nurture kids’ interests away from electronics.

Limit screen time, but offer something else the child can do instead. Make dinner together or do a craft project. Identify their interests and play alongside them, Levin says.

• When stuck waiting in line or in the car, play games to pass the time. Try “I Spy,” where you spot something of a certain color and the child must guess what it is. Plug into a ritual instead of a device.

Deirdre Wilson is the former senior editor of Boston Parents Paper.

Children are encouraged to attend during tours.

For more information, contact Tricia Moran, Director of Admission 781.641.1346 41 Foster St. | Arlington , MA | 02474 www.lesleyellis.org 2018 | BostonParentsPaper.com

17

BEHAVIOR

Things to Know About Challenging Behavior

By Emily Potts Callejas and Mary Watson Avery

W

hether it is a tantrum in the supermarket or a refusal to participate in circle time, responding to challenging behavior in young children can be one of the most common and, yet, toughest parts of being a parent or an early childhood educator. The fact that challenging behaviors are a healthy part of early childhood development can be of little solace when a child’s repeated actions are frustrating, upsetting or just plain confusing.

It is helpful to develop a common understanding of challenging behavior that can be shared between early childhood educators and families. Below we have provided useful language, strategies and tips for parents and teachers to help better understand and address common challenging behaviors in children.

1

All behavior – even challenging behavior – is communication. Sometimes when children “act out” we want to ignore it and think it’s just a phase. However, “acting out” is a child’s way of communicating. Acknowledging a child’s feelings – even when those feelings might be expressed through a tantrum – is an important step in connecting to a child and helping her manage her own feelings. T. Berry Brazelton states in his book Touchpoints Birth to Three: Your Child’s

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Boston Parents Paper | 2018

Emotional and Behavioral Development (Da Capo Press, 2002) that, “When you can, find a way for time-out or a hug in a rocking chair to break the cycle of [aggressive] buildup. It will help you as well. As you stop [the child], say, ‘I’m sorry. I love you, but not what you are doing.’”

Acknowledging a child’s frustration or angry feelings helps the child understand that you see that she is communicating something to you, the adult. Taking time out to discuss challenging behavior is one way both the child and adult will better understand each other and have improved communication.

2

Challenging behavior is more than just annoying – it’s a demonstration of skill. When a young child displays challenging behaviors, such as pinching or screaming, it is often because he does not know how to describe what he is feeling by using his words. A very young child does not have the language to express their needs and may turn to tantrums to express discomfort or hunger, or biting to express frustration.

It is important to understand that while annoying, challenging behavior is also a child’s way of showing us how they are able to express themselves, which gives a starting point in how we can support them.

3

Social skills can and should be taught. Research shows that when children are taught the key skills they need to understand their emotions and the emotions of others, handle conflicts, problem solve, and develop relationships with peers, their problem behavior decreases and their social skills improve.

Young children must be given the tools to know how to navigate the world around them. Parents and educators should be trained – or seek guidance – in helping children to gain these skills.

4

Children do things for attention because they need your attention. When a child throws yogurt onto the floor, he is doing so to tell you something.

When a child cries in the crib, she is trying to get your attention. There are many reasons for challenging behavior, for example: a developmental surge, medical reasons, biological reasons, the social emotional environment, discontinuity between care program and home, lack of skill in communicating and interacting wwith others, and/or a combination of factors. Understanding the reason behind challenging behavior in young children is empowering for parents and teachers, and helps adults to feel more confident in their parenting and/ or teaching.

CHALLENGING BEHAVIOR IS MORE THAN JUST ANNOYING—IT'S A DEMONSTRATION OF A SKILL.

5

Building nurturing relationships is one of the most powerful tools in preventing and addressing challenging behavior. The focus of parents and early childhood educators should be on assisting children in getting their needs met rather than eliminating the challenging behavior. In order to support this goal, adults must place priority on building relationships with the children who are in their care.

The place to start is to establish trust with the young child by getting to know him. For example, a teacher might incorporate family photos into circle time to elicit stories from children about their families and loved ones. Having a deeper understanding of the child as an individual enables that young child to feel safe, loved, and therefore trusting of the adults in his life.

Mutual trust and understanding provides the basis for a relationship where a child can explore all aspects of growing up, including experiencing joy, frustration, fear, curiosity, happiness and love.

Next time you feel tested, confused, or frustrated with a little one, consider taking a deep breath and wondering aloud about what the child is trying to tell you. A tantrum communicates a lot of information. It’s up to the grown-ups to unlock that meaning and help young children feel understood. ■ Emily Potts Callejas, Ed.M., is the infant/early childhood mental health content manager of Wheelock College’s Connected Beginnings Training Institute. Mary Watson Avery, M.S. , is the senior program director of Wheelock College’s Aspire Institute, in addition to leading the Connected Beginnings Training Institute.

2018 | BostonParentsPaper.com

19

NUTRITION AND HEALTH

Before your child starts a new childcare or preschool program do some practice lunch runs at home. You will better understand the items your child is comfortable eating and see how he is able to open, or not, the containers you are planning on sending. Learn where his lunch will be stored at the new school and what the signal and process will be for lunchtime. Practice having your child retrieve his lunchbox, sitting down at the lunch table and taking out his napkin before eating.

Walk you child through proper table manners in a group situation. Some programs have children sit

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Boston Parents Paper | 2018

and wait for all of the kids to be present at the table before allowing children to begin to eat. If your child doesn’t have any experience with lunch boxes, food containers and water bottles have your child experiment with the opening and closing the containers and when done putting all items back into the lunch box and back into a backpack to go home.

Be sure to get a lunchbox and food containers that are easy to open, close and stay closed. You don’t want your child opening his lunchbox in which the

inside is covered in yogurt. Most early education programs teach recycling and healthy eating and promote a zero waste environment. When possible remove food from packaging and store in small reusable containers. Prepare food the way you would serve it to your children at home. For example, cut oranges, peel apples, peel eggs, etc. if that is the way your child eats them at home. Put a slit in a banana for ease of opening. Many programs send home all uneaten food so the parent can understand what is eaten. Make sure the food and drink you pack allow for this. Also, find out how lunch boxes are stored at school. Is there a refrigerator for storage or do lunches need a freezer pack.

Go for hand-held, bite size options. Children may still be learning to manage utensils. Finger foods are easier and quicker to eat. Quick eats are important with limited time to eat as well as a table full of distractions with other toddlers present. Try to avoid individually wrapped items like fruit cups (high in sugar) or bags of chips. Many items can be bought in bulk and packed in reusable containers. Skip your child being isolated to the nut table, if nuts are even allowed, by not packing them. >>>

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< Making Lunch a Success­cont'd

Big portions or too many choices in a lunch box can overwhelm a child, especially little ones. This can even lead to a child not being able to figure out where to start. Small portions are more doable. Five grapes is a lot more manageable than a big bunch!

You may find that the less you pack, the more food your child will eat.

Most programs don’t allow sweets in lunches. Even if sweets are allowed, do you want your child filling up on dessert or juice and not eating the healthier choices? Do everyone a favor and leave dessert for home.

Have a go to, healthy food option list available in your kitchen in a spot that is easy to see. I know that sometimes, in the morning panic of getting the family out of the house, having that list saved me

from packing non-nutritious options. Also, always clean out your child’s lunch box the same day. In the morning, there is nothing worse then going to pack a lunch box and having it still full of smelly containers or squashed banana from the day before. Some parents are so organized that they have the lunch box ready to go the night before. One less thing to handle in the morning, right?

One lifesaver we have is a spare set of lunchbox, food containers, freezer packs and several water bottles. As much as you plan there will be a day when the lunchbox or water bottle won’t come home.

Use the weekends and extended holidays to deep clean the lunch boxes and water bottles. To clean a lunch box, simply wash using a sponge and warm, soapy water.

Leave upside down to air dry. To deodorize a smelly lunch bag or box, simply leaving baking soda in it overnight, then dump out and wipe clean in the morning.

To clean a water bottle dilute 1-2 tablespoons of vinegar with a cup of water. Poor into the water bottle and let sit for 15 minutes. Use a bottle brush to scrub, rinse and let dry.

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23

NUTRITION AND HEALTH

Plan on Sick Days...

They Will Happen!

I

t is inevitable that working parents with a

young child will sooner or later have to cope with their child being ill. Parents need to develop a plan that allows them to manage the difficult problem of caring for their sick child in a way that: • Decreases stress for the child • Eases tension and guilt for the parent • Makes business run smoothly for their employer

How Sick is Too Sick for Child Care or Preschool?

Children suspected of having a communicable disease such as chicken pox, measles or strep throat may not be placed in child care. Furthermore, children exhibiting symptoms of illness such as undiagnosed rashes, sore throat, vomiting or diarrhea also should

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Boston Parents Paper | 2018

not be in care. These guidelines apply to both childcare and preschools. When enrolling your child, discuss the caregiver’s sick child care policies.

Be Prepared: Before your child gets sick, consider what your choices will be. After thinking about your commitments, you will know what problems you face in caring for your child when he or she is sick.

Caring for the Sick Child Yourself: This is likely the very best choice for your child.

What are the policies regarding use of sick leave at your workplace? Can you rearrange your schedule at work or school or bring work home? If two parents care for the child and have flexible schedules, you may want to share equally in caring for the child during an illness.

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Finding an Alternate Care Situation: Most working parents will need to call on an alternate caregiver to provide care for their sick child. Search for a dependable adult whom the child knows and likes. Likely prospects are relative, friends, neighbors, retirees, and college students.

Get acquainted with several alternate caregivers before you need them. The better acquainted you are with each other, the easier it will be for your child when sickness occurs. Check in advance about transportation arrangements and fees.

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Before your child gets sick, consider what your choices will be. After thinking about your commitments, you will know what problems you face in caring for your child when he or she is sick.

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25

ENRICHMENT

Nurturing a Child’s Interest in

Visual Arts

By Cheryl Crosby and Denise Yearian

A

t some point in time, nearly every preschooler picks up paper and crayons and begins to draw out disjointed circles and haphazard lines. Although this may appear to be random doodling, it could be the beginning of a lifelong love of the visual arts. Even if your child isn’t a budding Botticelli you can nurture a love and appreciation for the fine arts. So where do you begin?

Amy Briggs, assistant director of visitor learning and experience at Danforth Art Museum/School in Framingham, believes art appreciation begins with everyday experiences

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Boston Parents Paper | 2018

Making art is a personal expression of ideas and feelings, so if a child wants a purple tree in the picture I say go for it. early on. “Visual stimulation – and the building of a visual vocabulary – really begins at birth. Much of a young child’s biological and cognitive development involves learning to visually interpret the world around him/her,” Briggs says. “A parent may sit with a young child in [her] lap, and while looking through a picture book point to various images and identify objects or animals by labeling them

out loud – ‘cat,’ ‘house,’ ‘flower.’ This type of experience is building an oral vocabulary, but it is also contributing to a child’s visual literacy. By building a visual vocabulary children become appreciative of colors, textures, shapes and lines all around them.”

For 9-year-old Devon Godek, this came naturally. “From the time she was 3, Devon would say, ‘Daddy, look at the colors of the sunset,’ or ‘Look

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at the design in the clouds.’ Then she would try to draw them,” says Joe Godek of his daughter. “It was obvious even from preschool that her work was more intricate than other kids her age.”

Valerie Schulte had a similar experience with Maggie, now 5. “From a very early age, my daughter was extremely creative,” says Schulte. “At 2, she was enthralled with crayons and moved quickly on to finger paints. She also loved to manipulate clay. Even now when she plays waitress, she takes our orders and draws pictures of what we want.”

Experts agree Maggie and Devon both display signs of an artistically gifted child.

“If your child prefers drawing to most other activities, if you see an astute observation reflected in the images he or she creates, or if you notice a sophisticated or advanced use of a medium, your child will likely have great success with art making as he or she grows,” says Noelle Fournier, children’s studio education

coordinator at Danforth Art Museum/ School.

Even if a child doesn’t initially display extraordinary artistic skill, it’s a good idea to continue exposing him to the arts.

“Messing about with art materials offers all children the chance to have success, to try new things, to expand their horizon,” says Sarah Fujiwara, executive director at Brookline Arts Center (BAC) in Brookline. “We see children at the BAC who have deep curiosity and express their feelings, thoughts and ideas in their art – they can explore and reflect challenges, joys and all ranges of emotions.”

Schulte hit this roadblock with her son, now 11. “When Jack was little, he enjoyed coloring like most kids. But by the time he was 4, it was apparent he was all about sports,” she says. “That’s when the struggle began to get him to participate in creative projects.”

A primary goal in education is often to extend the learning experience so if your child is interested in cars, making ramps, garages or

race tracks, all can become an art experience,” she explains. “Decorate the track, paint the garage, put signs and graphics on the garages and make a map to go with the cars. When my boys were little, they were into Ninja turtles.

Those turtles ‘needed’ sewers, clothes and places to explore so we gathered all the cardboard, paint, tape and scissors we could find and the boys designed forts and underground caves.

They were exploring design, color, problem solving and writing.”

What’s most important is that you encourage, but don’t push. Be careful with correction, too.

“On a few occasions, I’ve tried to correct Devon’s work, but it wasn’t well received. She’s her worst critic,” says Godek. “Now I ask questions to stimulate discussions and she responds better.”

Fournier and Fujiwara both think accentuating the positive is the best approach. Praise the process and point out positive features of each piece. And don’t be concerned if something is a little “off .”

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“‘Perfect’ art from a child is exactly whatever the child makes,” says Fournier. “Making art is a personal expression of ideas and feelings, so if a child wants a purple tree in the picture I say go for it!”

“All parents/teachers/others have made the mistake of saying, ‘I love the house you made’ to have the child say, ‘It’s not a house. It’s a motorcar,’” Fujiwara adds. “We should say, ‘Tell us about your drawing.’ Then compliments should be real. ‘I love the way you used red paint all over.’ We don’t want to limit them – let them explore.

This is not about perfection; it’s about trying new things, exploring and playing.

One way Schulte encourages Maggie “She really enjoys being with other kids who are working on the same project,” she says. “She’s just realizing her individuality and how everyone’s work turns out differently because they all have their own styles.”

Another way to instill a love for the arts is to visit art museums.

Many facilities in Massachusetts cater to children with kid-friendly audio headsets, printed booklets and/ or guides, and free passes are often available from libraries. Even if the museum you visit doesn’t have these offerings, you can create impromptu games such as “scavenger hunts” for various shapes, colors, animals, portraits and/or landscapes. Keep the experience upbeat and fun, and leave before boredom sets in.

“There is also a tremendous amount of public art around Greater Boston that is accessible any time,” says Fujiwara. “Places like deCordova with its sculpture park. Look at Boston Public Garden and the ‘Make Way for Ducklings’ ducks, or the playgrounds in Brookline and other towns. They are designed by architects and are playful, artistic and can be a delightful place to play but to also appreciate artistic endeavors and art.”

What if repeated attempts to encourage your child in the visual arts are met with failed endeavors? Back off and try something else, such as

dance, music or theater. “I didn’t set out to make my girls artists.

I just wanted to give them a well-rounded education and help them develop an appreciation for all things,” says Godek. “Devon and [her sister] Taylor have both taken dance and are learning to play the keyboard.

We take them to plays, too. I think if you expose kids to a variety of opportunities, sooner or later you’ll start to see their interests emerging.” ■ >>>

2018 | BostonParentsPaper.com

29

A WELL-ROUNDED APPROACH

various mediums. Date the top of each page.

• Do art alongside of your child. Family parVisual and performing arts are a ticipation will encourage her to continue. way for children to creatively express themselves. They also encourage • Find books or other resources that give social and academic development. the history of famous artists. Learning Even if you don’t have formal trainabout their lives, the period they lived in ing or special talent, you can still and their culture more than likely affected nurture the arts in your child. their subject and style.

TRY THESE TIPS:

For Visual Arts • When your toddler is ready, give him chunky crayons and large paper to experiment with. As he grows, provide a variety of materials and keep them accessible for use at any time, including markers, colored pencils, colored paper, large rolls of paper for murals, watercolors, tempera paints, modeling material, craft sticks, glue, scissors, old magazines, wall paper samples and fabric scraps for collages, stickers, stencils, ribbons, glitter, wood cuts and nature items.

• Look for art all around you. When you are outside, point out trees and the effects of the sun on nature. Comment on the colors of the sunset and design of the clouds.

Visit park statues and city murals. Ask your child if he wants to draw what he sees.

• Purchase a sketchbook and encourage your child to draw one picture a day using

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Boston Parents Paper | 2018

• Encourage your child to tell stories with pictures rather than words.

• Use your child’s other interests as springboards for art projects. If he likes photography, give him a digital or disposable camera and have him take pictures, make a collage or try to draw a depiction of the image he sees.

For Performing Arts • Have a box of old clothes and accessories on hand so your child can play dress up.

• Encourage her to pretend to be an animal or object. How would the animal move?

What would it sound like? What would the personality be like? Make up a story and act it out.

• Encourage your child to pantomime rather than tell stories.

• Have him create hand puppets and put on a puppet show.

• When she is young, create simple, repeatable dance steps and encourage her to engage in rhythmic movement to music.

As she gets older, have her create her own routines.

• Help your child become familiar with differences in pitch and encourage him to sing songs.

• Purchase simple rhythm instruments your child can experiment with. Or have her create her own with simple household materials.

• Expose your child to various instruments at your local music store or at a symphony’s musical petting zoo.

• Let your child try a variety of musical instruments. Rent until he is ready to commit to playing long-term.

• Encourage him to write a skit or find a play he can do with friends or siblings.

Make it into an all-out production by creating tickets, providing snacks and inviting family and close friends.

• Attend local dance, music and theater performances. After the production, discuss the event with your child. What did she like about it? What didn’t she like?

Cheryl Crosby is the former editor of Boston Parents Paper. Denise Yearian is the former editor of two parenting magazines.

ENRICHMENT

By Cheryl Crosby and Denise Yearian

CHILDREN’S INTERESTS AND ACTIVITIES ARE AS DIVERSE AS THE CHILDREN THEMSELVES. Just as the right activity can build a child’s self-esteem and provide hours of enjoyment, the wrong one can do just the opposite. So how do you find the right sport, club or music program for your child?

T

his was the dilemma Susan Benzel faced with her young children. “My kids weren’t gregarious about asking to participate in an activity,” says Benzel. “We exposed them to a variety of things I thought would be developmentally good for them, hoping they would find something they enjoyed.”

Jeanne Ruckert Lovy, assistant vice president of young children and their families at the Jewish Community Centers of Greater Boston, thinks variety is a good idea, particularly for the younger set.

“Classes are a great way for children to try new things,” she says. “Preschool children love to develop and demonstrate mastery and competence, and activities involving new skills, such as sculpture building, ballet, soccer or LEGO robotics, are great ways to help children feel confident and proud.

“If your child is interested and flexible, it’s fine to try many activities, but it can also be meaningful to stick with one or two and let your child grow through them with a group of friends or a favorite instructor,” Lovy continues. “Either can be beneficial. If something is going well, don’t feel you have to abandon it because you feel children need variety. Alternately, if something is not going well, don’t force your child to repeat it; find something new.”

Lovy also recommends that you start by thinking about your child’s strengths and learning style before signing up for an activity. “Consider your child’s temperament and the ways he or she best approaches new situations,” she says. “For example, the open gym class that worked

well for your neighbor’s child might feel overwhelming to a child who is sensitive to noise. Start with a smaller classsize or a targeted instruction class like yoga, martial arts or dance, and then work up to a larger group.

Alternatively, if your child is very active and requires a lot of support in a group setting, an intense sitdown class like computers or watercolors might not be the best fit.”

This is the reason Rebecca Kranson signed up her son for soccer when he was 5 years old. “Angelo has always had such a high energy level that we thought moving up and down the soccer field would be a good fit,” says Kranson. “We had considered baseball but, at the time, thought the game moved too slowly for him.”

Another consideration is your child’s personality. Is he more suited to group or individual activities? “Try both group and individual activities to see what feels best for your child,” Lovy recommends. “Determine your goals before making a selection. If your goal is to help your child in social settings, seek out a group experience with an experienced and kind instructor. Individual activities are great for building a skill or competency, like swimming, but less effective for group interaction. They can also be good for a child transitioning to his or her first class experience.”

Carol Scott , a 4-H youth program director, agrees.

“In groups, kids learn to be cooperative players and are responsible for one another,” she explains. “In an individual setting, they can move at their own pace and feel a sense of personal accomplishment at what they have achieved.” >>>

2018 | BostonParentsPaper.com

31

Benzel found this to be true with her son Brock. “He always loved music and rhythm but had never had piano lessons,” she recalls. “One day, his friend came over and started playing our piano. Brock said, “I can do even better.’ I started him in lessons and within months, he had surpassed his friend’s skills. I never have to ask him to practice. Lessons are the highlight of his week.”

But Benzel admits lessons, practices and commutes whittle away time, which is why she always considers time commitments before enrolling her children in activities.

“My life is one big jigsaw puzzle with work and family responsibilities,” she says. “I have to carefully place on the calendar where everyone is going and have an A and B plan in case my husband can’t help out.”

While having your child participate in a variety of activities is great, Lovy warns about filling up your family’s schedule with too many activities. “Even though choices can be difficult, it’s sometimes better to choose just a few things to focus on, rather than have your child scheduled every afternoon with a different activity,” she says. “Downtime and family time are important, too.”

Also important is finding an organization that matches your goals and objectives with regard to student-teacher ratios, instructors’ experience, teaching philosophies and student expectations.

“Before enrolling your child in an activity, explain the commitment to him so he knows what is expected,” says Scott . “Then if the activity doesn’t work out, talk with your child about what he didn’t like so the mistake isn’t repeated in the future.”

After enrolling, prep your child for the new activity before the first meeting or lesson. “Share your excitement about the activity without overselling it,” Lovy says. “In most cases, the point of classes is to have fun and gain

new skills, so those are things you can mention to your child.

Post photos on the fridge, printed from the website, as a visual reminder of what’s coming up. If there is high anxiety, it’s a red flag to consider an alternate class that would be a more comfortable fit. Once a class has begun, make sure to show interest in what your child is doing. Ask about the class, celebrate successes and be as sensitive as possible to issues if they arise.”

Most importantly, if something doesn’t work out, view it as a learning experience, not a failure. Maybe athletics isn’t your child’s thing, but music is. Or maybe it’s art or science or cooking or sewing. And don’t be surprised if it takes several tries, a few seasons or a couple of years.

“My oldest daughter, Meghan, didn’t find something she truly adored until she was older, and it’s volunteering,” Benzel concludes. “Even if my kids don’t ever find their niches, I’ll keep exposing them to different things so they grow up with a storehouse of experiences from which to draw.” ■

WHERE TO GO Cooking • Create a Cook, createacook.com • Heirloom Kitchen; heirloomkitchen.com

Dance & Gymnastics

• All That Jazz Dance Studio; allthatjazznewton.com • Exxcel Gymnastics and Climbing; exxcel.net • Massachusetts Gymnastics Center; massgymnastics.com • Paulette’s Ballet Studio; paulettesballetstudio.com • Tony Williams Dance Center; tonywilliamsdancecenter.com

Music

• All Newton Music School; allnewtonmusicschool.com • Brookline Music School; bmsmusic.org • Children’s Music Center of Jamaica Plain; jamaicaplainmusic.com • Community Music Center of Boston; cmcb.org • Keys for Kids; keys-for-kids.com • Longy School of Music; longy.edu • Music Together; musictogetherma.com • New School of Music; newschoolofmusic.org • Piano Playtime; pianoplaytime.com • Sprouting Melodies; sproutingmelodies.com • Yamaha Music School of Boston; ymsboston.com

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Sports

✼ Alpha Martial Arts Academy; alphatkd.com ✼ Appalachian Mountain Club; outdoors.org ✼ Boston Rock Gym; bostonrockgym.com ✼ Guard Up! Family Swordsmanship; guardup.com ✼ My Gym; mygym.com

STEM

• Center for the Advancement of STEM Education at Bridgewater State University; bridgew.edu • Einstein’s Workshop; einsteinsworkshop.com • LEtGO Your Mind; letgoyourmind.com • Russian School of Mathematics; russianschool.com • The Math Club; themathclub.com • The Science Works!; thescienceworks.com

Various Programs Available

• Jewish Community Centers of Greater Boston; bostonjcc.org • LINX; linxclasses.com • The Boston Conservatory; bostonconservatory.edu

Helpful Tips & Advice ✼ • Consider time commitments. How much family time is com-

mitted now? How much will this activity entail? Will personal practice time be expected?

• Add up the cost. Think about uniforms, trips and other expenses not covered in the initial fee.

• Stop by for a visit if the program has ongoing instruction. Sit in on a session and observe it in progress. Does the instructor interact with the students? Does she use positive reinforcement?

Are the students listening and attentive? Do they seem happy? Is the program geared for the skill and developmental level of the children?

✼ • Ask about introductory classes. Many ongoing programs offer introductory classes with no commitment. This allows your child to become familiar with the program and serves as a screening process to see if the instructor is running the program at the

children’s level.

✼

• If your child has taken up an athletic activity, such as soccer, but didn’t like it, try a different sport. If he played the saxophone and didn’t tune in, try a new instrument. Or choose something completely different.

Cheryl Crosby is the former senior editor of Boston Parents Paper.

Denise Yearian is the former editor of two parenting magazines and the mother of three children.

PRESCHOOL LISTINGS Beacon Hill Nursery School

74 Joy Street, Boston • 617-227-0822 www.bhns.net Beacon Hill Nursery School was founded nearly fifty years ago and began as a parent cooperative and a community effort. Today, BHNS retains that strong sense of and commitment to the community - the community within its walls, the community within the neighborhood, and ultimately the community at large. Family involvement is an essential element of our program, and every effort holds a unique value, contributing to the foundation, diversity, and strength of our community. A positive atmosphere created by a healthy, supportive community increases the ease with which all learning occurs, and the partnerships between the staff and families benefit our children in ways no other factor may.

The Blue Hill Montessori School

163 Turnpike Street, Canton • 781-828-5230 www.bluehillmontessori.org At BHMS, we believe children learn naturally about themselves and their world through exploration and discovery. From their inception, Montessori schools have used materials and methods designed specifically to encourage this natural learning and to help children become self-motivated, independent learners for life.

Our School seeks to a provide a balanced curriculum in practical life skills, sensorial ability, mathematics,

language, science, geography, computer study, music and the cultural arts.

Cambridge-Ellis School

80 Trowbridge St., Cambridge • 617-354-0014 www.Cambridge-Ellis.org The Cambridge-Ellis School provides a warm, stimulating early-school experience in a joyful, loving environment built upon a foundation of trusting relationships with a diverse group of children and families. We promote the optimal development of the whole child through a creative, play-based, emergent curriculum; an emphasis on arts and outdoor play; and immersion language offerings.

The Children's Workshop - Bourne

536 MacArthur Blvd., Bourne • 508-563-3400 childrensworkshop.com/locations/bourne/ Our School Offers Quality Education in Bourne, MA Finding quality childcare with an emphasis on education isn’t hard when your children are enrolled in The Children’s Workshop. We believe children retain more when they’re having fun, so our programs emphasize learning through play.

The Children's Workshop - North Attleboro 444 Kelley Blvd., North Attleboro • 508-643-3458 childrensworkshop.com/locations/north-attleboro/ Accredited Education Center in North Attleboro, MA.

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PRESCHOOL LISTINGS The Children’s Workshop in North Attleboro is located on Route 152 and provides easy access to Route 95. We offer high-quality child care and education services for infants, toddlers, preschoolers, and pre-kindergarteners.

The Children's Workshop - Norwood

884 Washington St., Norwood • 781-912-3851 childrensworkshop.com/locations/norwood/ The Children’s Workshop in Norwood is located in the Rama Stop Plaza. We offer high quality child care and learning for infants, toddlers and preschool. Our classrooms are big, bright, warm and welcoming and you HAVE to see our fantastic gross motor room!

The Children's Workshop - Seekonk

1334 Fall River Ave., Seekonk • 508-500-9017 childrensworkshop.com/locations/seekonk/ The Children’s Workshop in Seekonk is located conveniently on Rt. 6. We offer high quality child care and education for infants, toddlers, preschool, and prekindergarten.

The Children's Workshop - South Dennis

434 Rt 134, South Dennis • 508-760-2772 childrensworkshop.com/locations/south-dennis/ The Children’s Workshop in South Dennis is located in the Cranberry Square Plaza. We offer high quality child care and learning opportunities for infants, toddlers, and preschool aged children. Our program offers affordable rates, convenient hours, and a great location with easy access from Route 134. We now offer hot lunches too!

The Children's Workshop - Waltham

475 Winter St., Waltham • 781-466-8640 childrensworkshop.com/locations/waltham/ At The Children’s Workshop in Waltham, MA, our team of experienced educators are ready to help your child learn in a fun and safe environment. Located just off of Route 128, we offer a quality instructional environment for your child. We are not a “day care”- we provide opportunities inside and outside of the classroom for your child to interact with and learn from the world around them in a way that will encourage their growth.

Celebrating 32 Years of Excellence

Accepting Applications Toddler • Preschool • Pre-Kindergarten EARLY EDUCATION PROGRAMS Full- & Part-Time Childcare • 12 mos. To 5 yrs.

Open 8:00am – 6:00pm Expanding to Include Infant Care!

On-site drop off parking • Fenced-in roof-top playspace Outstanding Teacher-Child Ratios Professionally qualified Early Education Teachers State Transportation Building 10 Park Plaza, Boston MA 02116

617-973-8200 Transchildrencenter.org

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PRESCHOOL LISTINGS The Children's Workshop - West Bridgewater

475 Winter St., Waltham • 781-510-6124 childrensworkshop.com/locations/west-bridgewater/ The Children’s Workshop is proud to announce our newest location! We have opened a school in West Bridgewater, MA, which is located conveniently on Route 106. We offer high-quality childcare and early education for Infants, Toddlers, Preschool, PreKindergarten, and School Age and are now enrolling for each age group!

The Children's Workshop - Westborough

6 Bellows Rd., Westborough • 508-366-2148 childrensworkshop.com/locations/westborough/ At the Children’s Workshop, we understand the day-today child care demands placed on today’s busy families.

We provide a truly quality early childhood education environment where children can feel safe, happy, confident, and proud of what they accomplish. We also offer flexible scheduling, back-up care, affordable rates, and convenient hours.

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The Frances Jacobson Early Childhood Center

477 Longwood Avenue, Boston • 617-739-6455 www.fjecc.org/ The Frances Jacobson Early Childhood Center is committed to providing the highest quality education in both secular and Judaic studies in a safe, nurturing and non-pressured environment under the guidance of the highest caliber teachers. Our philosophy is rooted in respect, individual dignity and self-worth. At the FJECC, children have the opportunity to thrive and grow, to have fun and to enjoy themselves while learning about their physical, intellectual, social and emotional selves, their language, and their world.

Friends Childcare

110 Cypress Street, Brookline • 617-731-1008 www.friendschildcare.net Friends Childcare: Nurturing Children & Supporting Families. Year Round program for infants to Pre K. Call now for a Tour

German International School Boston

387 Western Avenue, Boston • 617-779-7393 www.gisbos.org/ At our Lower Campus, children learn through play in a vibrant new space designed specifically for Preschool and Kindergarten. We partner with you to nurture their independence and empathy, their enthusiasm for discovery, and their German language development. With small group sizes, children with all levels of German language ability from absolute beginners to native speakers are welcomed, supported, and challenged. Teachers speak exclusively German with your child, using a range of methods to promote language learning regardless of your child’s initial exposure to German. Our mixed-age classes (children ages 2.9 – 5 in preschool, and ages 5 – 6 in kindergarten) serve as microcosms that reflect the larger world. In our diverse and joyful classrooms, children learn to share, work through differences, express feelings, and describe new ideas. Contact us to schedule a tour!

International School of Boston

45 Matignon Road, Cambridge • 617-499-1451 http://www.isbos.org ISB offers a distinctive bilingual education rooted in the best of French, American, and international academic traditions. The School’s mission is to shape lifelong learners who can speak and think in multiple languages and who can apply their knowledge.

JCC Early Learning Center - Brookline

50 Sutherland Road, Brighton • 617-278-2950 www.bostonjcc.org Our educational approach begins with the belief that children are curious, contributing participants in the world. This child-centered philosophy aligns with our rich Jewish culture, traditions and values. The Center’s modern facility features sunlit classrooms and a spacious on-site playground. Swim lessons and enrichment classes are among the wide range of activities your child will enjoy. Our diverse school community welcomes families of all faiths, and we are experienced working with bilingual children. Become part of our vibrant ELC community!

JCC Early Learning Center - Hingham

1112 Main Street, Hingham • 781-355-7718 www.bostonjcc.org Our curriculum encourages children to be actively engaged in their learning experience. Jewish values and traditions are an integral part of our program. Recently voted Hingham’s number one preschool in the Readers’ Choice Awards, the JCC Early Center at Congregation Sha’aray Shalom is a centrally located school for children ages 15 months to 5 years. We are housed in an inspiring, modern facility with sunlit classrooms and a spacious, on-site playground. Our diverse school community welcomes families of all faiths. Become part of our vibrant ELC community!

JCC Early Learning Center - Newton

333 Nahanton Street, Newton • 617-558-6420 www.bostonjcc.org Our Center is dedicated to providing children and their families with a rich and nurturing learning environment filled with Jewish values and traditions. We have the advantage of being located at the JCC LeventhalSidman Center, so ELC kids spend lots of time playing and learning outdoors on our beautiful campus. Our new, state-of-the-art playscape incorporates all the wonder of the natural landscape. As part of the JCC community, ELC families have access to a wide range of activities. These include swim lessons and enrichment classes for children, as well as fitness, arts and cultural opportunities for the entire family. At the JCC, children and parents find opportunities for life-long learning and friendships. Become part of our vibrant ELC community!

JCC Early Learning Center - Sharon

25 Canton Street, Sharon • 781-795-4900 www.bostonjcc.org Our Center provides a family-oriented environment where we bring Jewish culture and traditions to life with hands-on learning experiences. We focus on building community, while supporting each child’s academic, social and emotional development. Located in a modern facility with sunlit classrooms and a spacious on-site playground, we offer children a wide range of experiences and interactions. Our goal is for every day to be your child’s best day ever. Our diverse school community welcomes families of all faiths. Become part of our vibrant ELC community!

The Learning Zone - Belmont

279 Belmont St., Belmont • 617-489-1161 www.thelearningzoneonline.com/belmont-ma/ Our Belmont childcare center has easy access from Watertown, Arlington, and Cambridge. The center has an indoor play area and is a short walk to parks that we use weather permitting. The Learning Zone was established 21 years ago and is still owned and operated by our founder. We provide daily physical activities for children, a daily lunch option, a secure and private video feed of our facility for authorized parents’ viewing, an outdoor play space, developmentally appropriate curriculum available for all ages of children, and competitive tuition rates.

The Learning Zone - Beverly

600 Cummings Center, Beverly • 617-489-1161 www.thelearningzoneonline.com/Beverly-ma/ The Learning Zone was established 21 years ago and is still owned and operated by our founder. We provide daily physical activities for children, a daily lunch option, a secure and private video feed of our facility for authorized parents’ viewing, an outdoor play space, developmentally appropriate curriculum available for all ages of children, and competitive tuition rates.

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The Learning Zone - Framingham

63 Fountain St., Framingham • 508-872-3600 www.thelearningzoneonline.com/Framingham-ma/ Our Framingham center is convenient to Mass Pike commuters. The Learning Zone was established 21 years ago and is still owned and operated by our founder.

We provide daily physical activities for children, a daily lunch option, a secure and private video feed of our facility for authorized parents’ viewing, an outdoor play space, developmentally appropriate curriculum available for all ages of children, and competitive tuition rates. Our Framingham MA location is easily accessible from Framingham, Marlborough, Hopkington, Waylan, Sudbury, and Ashland.

Lesley Ellis School

34 Winter Street, Arlington • 781-641-5987 www.lesleyellis.org The Early Childhood Years are a time when children develop a sense of belonging, self-worth, and selfesteem–essential elements that form the foundation on which all learning is built. At Lesley Ellis we believe that all children are naturally curious, capable learners.

The Lesley Ellis Emergent Curriculum Philosophy is one that builds upon the interests of the children. We do not separate the curriculum into discreet blocks of time for math, language, etc. Rather, children learn about themselves and the world around them through investigation and discovery, as well as art, dramatic play, and social interaction.

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Mount Alvernia Academy

20 Manet Road Chestnut Hill • 617-527-7540 www.mtalverniaacad.org “Growing Young Minds and Nurturing Character in the Franciscan Tradition” OPEN HOUSE: Sunday, Nov. 3, 11am - 1pm Accepting Applications Coeducational Catholic Grades Nursery - Grade 6 Founded in 1927

Nashoba Brooks School

200 Strawberry Hill Road, Concord • 978-369-4591 www.nashobabrooks.org Lower School is a wonderful time of growth and learning at Nashoba Brooks. Our boys and girls — whether shy or outgoing, silly or serious — find a home here for their energy and learning styles. We delight in their accomplishments and in the relationships that we develop with them and their families. We are a community in the Lower School. In Lower School, students transition from focusing on their individual needs to thinking about the group and the world around them. This is a rewarding period for students as they develop knowledge, skills, and strategies that help them solve problems independently and collaboratively.

We know that to thrive children need the freedom to explore ideas, to ask questions, and to take risks.

We provide those opportunities and much more. Our classrooms provide an atmosphere where creative thinking and joyful learning thrive.

Newton Montessori School

community so that every child develops a true passion for learning and an ability to engage in any environment and community.

80 Crescent Avenue Newton • 617-969-4488 www.newtonmontessori.org A diverse, nurturing community of children from 15 months through grade 6, Newton Montessori School fosters a love of learning through respect for self, others 695 West Kendall Street, Cambridge • 617-621-7980 www.mybilingualpreschool.com/ and the environment.

Our Mission is to educate and nurture each child’s individuality within a culturally diverse, bilingual community so that every child develops a true passion 121 Wethersfield Street, Rowley • 978-495-2244 for learning and an ability to engage in any environment www.northshoremontessori.org and community.

Our full time Children's House Program has 20 children which include Kindergarteners, ages 2.9 - 6 years old. We do have a few part time positions in the pre1326 Washington Street, Newton • 617-332-5625 school program. We also have one classroom - Lower www.mybilingualpreschool.com/ Elementary Program ages 6 to 9 year olds with 20 children and One classroom - Upper Elementary Program Our Mission is to educate and nurture each child’s individuality within a culturally diverse, bilingual 9 - 12 year olds with 20 children Large play area, and separate area with 20 chickens. Our community so that every child develops a true passion for learning and an ability to engage in any environment specials are drumming, Spanish, music and movement. and community.

Pine Village Preschool - Kendall Square

North Shore Montessori School

Pine Village Preschool - Newton

Norwood Montessori School

462 Walpole St, Norwood • 781-762-3700 www.NorwoodMontessoriSchool.com N.M.S. offers a quality Montessori education to children ages 2 to 18 years old. During these years, children are actively growing; mentally, emotionally, physically, & cognitively, this is when their development of personality & individuality takes place. We offer educational opportunities for children in many areas with an integrated Montessori curriculum, & a multi-age classroom providing children with a carefully prepared learning environment & a wide range of quality materials. Our goal is for each child to acquire a love of learning that will stay with them throughout their lifetime.

Pine Village Preschool - Brighton

370/400 Western Ave., Brighton • 617-254-0190 www.mybilingualpreschool.com/ Our Mission is to educate and nurture each child’s individuality within a culturally diverse, bilingual community so that every child develops a true passion for learning and an ability to engage in any environment and community.

Pine Village Preschool - JP / Revere

1 Roanoke Street., Jamaica Plain • 617-524-0490 www.mybilingualpreschool.com/ Our Mission is to educate and nurture each child’s individuality within a culturally diverse, bilingual community so that every child develops a true passion for learning and an ability to engage in any environment and community.

Pine Village Preschool - JP / South Street

Pine Village Preschool - Needham

65 Fourth Avenue, Needham • 781-444-2440 www.mybilingualpreschool.com/ Our Mission is to educate and nurture each child’s individuality within a culturally diverse, bilingual community so that every child develops a true passion for learning and an ability to engage in any environment and community.

Pine Village Preschool - Porter Square

2067 Massachusetts Ave., Cambridge • 617-547-4700 www.mybilingualpreschool.com/ Our Mission is to educate and nurture each child’s individuality within a culturally diverse, bilingual community so that every child develops a true passion for learning and an ability to engage in any environment and community.

Pine Village Preschool - South End

700 Harrison Avenue, Boston • 617-638-3265 www.mybilingualpreschool.com/ Our Mission is to educate and nurture each child’s individuality within a culturally diverse, bilingual community so that every child develops a true passion for learning and an ability to engage in any environment and community.

The Sage School

171 Mechanic Street Foxboro • 508-543-9619 http://www.sageschool.org The Sage School provides a full day, PreK through 8th grade academic program where master teachers inspire gifted children to learn deeply and discover their passion.

57 South Street, Jamaica Plain • 857-203-9655 www.mybilingualpreschool.com/ Our Mission is to educate and nurture each child’s individuality within a culturally diverse, bilingual

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while building a broader framework of knowledge in history, literature, language and science. This progression 39 Medford Street, Arlington • 781-641-6627 from learning facts to developing the ability to think www.saintagnesschool.com analytically, combined with the integrated study of Established in 1888, Saint Agnes School is a special place classical subjects, provides young children with the tools that is dedicated to the spiritual, intellectual, physical, to think for themselves and to become independent, and social development of its students. Part of Saint lifelong learners.

Agnes Parish community that also includes Arlington Catholic High School.

Saint Agnes School

St. Mary of the Assumption School

67 Harvard Street, Brookline • 617-566-7184 www.stmarys-brookline.org/pages/St_Mary_of_the_ 2 Pleasant Street, Natick • 508-650-1900 Assumption_ES www.stbenedictelementary.com/curriculum/preSt. Mary of the Assumption school is a richly diverse kindergarten/ Catholic community serving students in grades pre-k St. Benedict Elementary offers a classical Catholic through eight. We are dedicated to providing each child education for the whole child, fostering academic, moral with a strong foundation intellectually, spiritually, and and spiritual excellence. In uniting the Catholic tradition socially in a learning environment of reverence, respect, with classically- inspired academics, and integrating and responsibility. into the life of the school the virtues first learned in the family, our students gain not only knowledge, but an appreciation of education as a noble pursuit. The St. Benedict Elementary preschool program serves students 4 years of age and engages in developing core academic 13 Bates Road, Watertown • 617-926-1434 concepts in mathematics, literacy, science, and the arts www.stepcare.net in an approachable and developmentally appropriate Stepping Stones believes that each child is a unique manner. Our curriculum is inspired by the classical person. Each child is respected for his or her individual model which, while academically robust, tailors subject personality, learning style and family background. matter to each child’s natural cognitive development.

We have created an environment where your child is Instruction begins in the younger grades with strong nurtured while building self-esteem. Our objective is to emphasis on developing mastery over skills in the core provide a setting where your child will feel secure and subject areas of reading, writing, grammar and math you are confident in the care being provided.

St. Benedict Elementary School

Stepping Stones Infant Toddler Center & Preschool

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Seaside Montessori

760 Nantasket Ave., Hull • 781-773-1588 www.seasidemontessori.com Seaside Montessori offers families in Hull and the neighboring communities an early childhood education option following the Montessori philosophy. Seaside’s preschool program includes 3, 4 or 5 days per week with half-day or full day options available. The property, formerly Nantasket Preschool, underwent extensive renovations in 2011 to provide a warm and inviting learning environment in which a child’s love of learning, individuality, and confidence are encouraged to grow.

Seaside Montessori is a limited liability company in Massachusetts and licensed with the Department of Early Education & Care (EEC).

Summit Montessori School

283 Pleasant Street, Framingham • 508-872-3630 www.summitmontessori.org Summit Montessori School is an independent school providing Montessori education, starting at 21 months. Available to the children of fifteen MetroWest communities located near Routes 9, 90 and 495. Before and after school care available.

Teddy Bear Club

239 Concord Road Lincoln 1466 Commonwealth Avenue, Newton 781-259-0009 617-332-1611 teddybearclub.org From TBC’s founder, Laura d’Angosse Perlman: I started the Teddy Bear Club in 1993 because I saw a need to combine the best elements of American preschool programs with some of the wonderful aspects of the French education I received growing up in Paris. I highly value the focus American preschools place on the development of social skills, creativity and selfconfidence but I also recognized an opportunity to further emphasize the more academically focused approach that typifies European education. TBC was

born out of this desire to layer a well-rounded academic curriculum over a socially focused preschool experience, in a bilingual French/English environment. Twenty-five years later, our program continues to instill confidence and self-esteem in our students while building a solid foundation for their future academic success in primary school and beyond.

Thacher Montessori School

1425 Blue Hill Avenue, Milton • 617-361-2522 www.thacherschool.org Thacher Montessori School is a diverse, joyful, and collaborative learning community for toddlers through 8th grade. We embrace each child’s unique potential, nurture boundless curiosity and cultivate a lasting love of learning.

Tobin Children's School

71 Cottage Street Natick • 508-653-6300 www.tobinchildrensschool.org/ Early childhood education is what we know best at Tobin Children’s School. Children at this age learn most effectively in an environment with a balance of fun, exploratory play, and an introduction to letters, numbers, shapes, and colors.

The Tobin School

73 Cottage Street Natick • 508-655-5006 www.thetobinschool.org Leaders in Early Childhood Education, The Tobin School provides care for children in preschool up through Kindergarten during the academic year. Robust, rich curriculum and developmentally appropriate program.

Tobin School Westwood

1054 High Street Westwood • 781-329-7775 www.tobinschoolwestwood.org/ Our school provides a cozy, bright and cheerful environment for young children. We are committed to providing a developmentally appropriate curriculum to address each child’s individual needs.

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Transportation Children's Center

10 Park Plaza, Suite 3330, Boston • 617-973-8200 www.transchildrencenter.org The Transportation Children's Center has been serving the needs of working parents and their children since 1986. With our safe and attractive environment, and our outstanding staff of childcare professionals, parents can have complete confidence that their children are getting the best possible care. Our role is to not only take care of children while their parents work, but also to provide an environment where those children will attain emotional, social, physical and intellectual strengths to prepare them for the challenges of a rapidly changing world.

Village Preschool

25 Cummins Highway, Roslindale • 617-323-5141 www.vpsroslindale.com The Village Pre-School is a non-profit child care center serving children ages 1 month to 6 years. Our purpose is to provide a flexible, quality, educational child care center. Our primary objective is to provide a safe, supportive environment, in which children are able to learn through developmental curriculum, about their world. Daily activities and play encourage individuality and creativity. Our teachers and administrators work together with each family to enhance each child's social, emotional, physical and cognitive development.

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Westwood Children's School

808 High Street Westwood • 781-329-7766 www.westwoodchildrensschool.org/ We have designed our programs to provide your Infant, Toddler and Preschool child with a variety of experiences and activities to encourage them to learn about themselves, their friends and their surroundings.

At our school they will participate in small and large group experiences, quiet times, and active play, as well as outdoor exploration.

Wollaston Child Care Center

47 Weston Ave. Quincy • 617-773-7217 www.wollastonchildcare.org The Wollaston Child Care Center is a year round NAEYC accredited child care center and preschool program serving children from 15 months - kindergarten age. We offer a variety of flexible full and part time schedule options. Our children benefit from a developmentally appropriate curriculum focusing on all of the developmental domains. In addition we offer enrichment programs including Mandarin class and an optional Bible stories program.

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Contents Benefits of Montessori 38 Education Montessori Schools 40 Defined Montessori Learning 42 Materials

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Core Components of Montessori Education

Montessori 46

School Listings

Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions.

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My Montessori-Sudbury Sudbury, MA 978-883-8000 Nashoba Montessori School Lancaster, MA 978-365-6669 Newburyport Montessori School Newburyport, MA 978-462-7165 Newton Montessori School Newton, MA 617-969-4488 North Shore Montessori School Rowley, MA 978-495-2244 Norwood Montessori School Norwood, MA 781-769-6150 Notre Dame Children’s Class Wenham, MA 978-468-1340 Oak Meadow School Littleton, MA 978-486-9874 Old Colony Montessori School Hingham, MA 781-749-3698 Panda Cub Academy Brookline, MA 617-614-7709 Pincushion Hill Montessori School Ashland, MA 508-881-2123 Pinewood School of Montessori Plymouth, MA 508-746-5127 413-782-3108 Pioneer Valley Montessori School www.msmresources.org Pond View Montessori School Dedham, MA 781-801-7939 Acton Montessori School Acton, MA 978-263-4333 Acton Montessori School Acton, MA Reading Montessori School Petersham Montessori School Reading, MA 781-944-1057Petersham, MA Adams Montessori Quincy, MA 617-773-8200 AdamsSchool Montessori School Quincy, MA River Valley Charter School Pincushion Hill Newburyport, Montessori MA School 978-465 0065Ashland, MA Amesbury Montessori School 978-518-5113 Amesbury Montessori Amesbury, School MA Amesbury, MA Pioneer Valley Montessori Rock and Roll Preschool Cambridge, MASchool 857-259-6891Springfield, MA Amherst Montessori Amherst, MA 413-253-3101 AmherstSchool Montessori School Amherst, MASam Placentino Elementary Reading Montessori School School Holliston, MA 508-429-0647Reading, MA Andover School of Montessori, Andover, MA 978-475-2299 Andover SchoolInc. of Montessori, Inc. Andover, MA Sandwich MontessoriRiver Valley Charter School School Sandwich, MA 508-888-4222Newburyport, MA Bay Farm Montessori Academy Duxbury, MA 781-934-7101 Bay Farm Montessori Academy Duxbury, MASeaside Montessori School Riverbend School Hull, MA 781-773-1588Natick, MA Bedford Montessori Bedford, MA 781-275-3344 BedfordSchool Montessori School Bedford, MA Sam PlacentinoShrewsbury, Elementary School508-842-2116Holliston, MA Shrewsbury Montessori School MA Bellingham Children’ s HouseChildren's Bellingham, 508-966-2752 Bellingham House MA Bellingham, MA Seaside Montessori School Hull, MA Summit Montessori School Framingham, MA 508-872-3630 Bridgeview MontessoriCanton, SchoolMA Sagamore, MA Shrewsbury Montessori School Shrewsbury, MA Blue Hill Montessori 781-828-5230 Sunrise Montessori School Franklin, MA 508-541-8010 BurlingtonSchool Montessori Sagamore, School MA Burlington, MA Silver Spruce Montessori School Grafton, MA Bridgeview Montessori 508-888-3567 Tara Montessori School Manchester, MA 978-526-8487 CA Montessori CenterMA Framingham, MA Spanish Immersion Montessori Newton, MA Burlington Montessori School Children's Burlington, 781-273-0432 Thacher Montessori School Milton,School MA 617-361-2522Framingham, MA Cambridge MontessoriFramingham, School MA Cambridge, MA Summit Montessori CA Montessori Children’s Center 508-628-8429 781-334-6436Franklin, MA Children'sSchool Montessori Cambridge, Center MA Danvers, MAThe Bethlehem SchoolSunrise Montessori School Cambridge Montessori 617-492-3410 The Bilingual Montessori Children's Own School,West Inc.Roxbury, MA 617-325-2233 Winchester , MA Tara Montessori School Manchester, MA Children’s House Montessori Sharon,School MA 781-784-3000Milton, MA Children's Workshop Montessori Marblehead, MASchool of Sharon Thacher Montessori Children’s Montessori Center Danvers, MA 978-774-2144 of Bilingual Montessori School Christian Family Montessori School Holliston, MAThe Montessori School The Sharon, MA Children’s Workshop Montessori Marblehead, MA 781-631-8687 Northampton, MA 413-586-4538Canton, MA Concord Montessori School Concord, MA Northampton The Blue Hill Montessori Christian Family Montessori School Holliston, MA 508-429-5478 of Montessori School of the Berkshires Cottage Montessori Arlington, MAThe Montessori School The Lenox Dale, MA Concord Montessori School Concord, MA 978-369-5900 the Berkshires Lenox Dale, MASchool 413-637-3662Sandwich, MA eBridge Montessori School Westborough, MA The Sandwich Montessori Dandelion Montessori Coop 617-354-6400 The Riverbend SchoolThe T.E.C. School Natick, MA 508-655 7333Worcester, MA Hands-On Montessori Cambridge, School MA Mansfield, MA 508-339-4667 Hands-On Montessori School The Wellesley Montessori School, Inc. Wellesley, MA 781-237-6670 Harborlight Montessori Beverly, MA The Westwood Montessori School Westwood, MA Harborlight-Stoneridge School Westwood, 781-329-5557Boston, MA Hill View Montessori Charter Public School Haverhill, MAThe Westwood Montessori Torit Montessori School MA Montessori Beverly, MA 978-922-1008 Cambridge, MA 617-349-6600Sturbridge, MA InlySchool School Scituate, MATobin Montessori School Treetops Montessori School Inly School Keystone Montessori School Scituate, MA 781-545-5544 ToritMA Language CenterVineyard MontessoriMontessori Boston,School MA 617-292-5181Vineyard Haven, MA N. Chelmsford, Keystone Montessori SchoolMontessori North Chelmsford, MA 978-251-2929 School Park Montessori Sturbridge, MA King's Wood School Foxboro, MA Treetops Montessori Walnut School 508-347-8059Newton, MA King’s WoodKingsley MontessoriMontessori School Foxboro, MA 508-543-6391 School Boston, MA Urban Village Montessori Wild Rose Montessori Haverhill,School MA 978-361-0793Somerville, MA Kingsley Montessori School Boston, MA 617-226-4900 Lexington Montessori School Lexington, MA Montessori School Vineyard Montessori Wildflower School Vineyard Haven, MA 508-693-4090Cambridge, MA Lexington Montessori School Montessori Lexington, MA 781-862-8571 Longmeadow Internationale Longmeadow, MA Park Montessori Wollaston Walnut School Hill Montessori Newton, MA School 617-969-9208Quincy, MA LongmeadowMarigold MontessoriMontessori School Haverhill, MAWollaston Hill Montessori Woodside Academy 617-237-0722Millis, MA School Montessori Quincy, MA Internationale Longmeadow, MA 413-567-1820 Meeting House Montessori Braintree, MAWoodside Montessori Academy Millis, MA 508-376-5320 Melrose Montessori Melrose, MA 781-665-0621 MelroseSchool Montessori School Melrose, MA Country Village Montessori Northeast SchoolMontessori Amherst,Institute NH 603-672-3882Rockport, ME Oaks Montessori School Auburn, MA Hollis Montessori School Seacoast CenterHollis, for Education Mighty OaksMighty Montessori School Auburn, MA 508-304-7110 NH 603-400-1515Warren , ME Montessori Beginnings School Sandwich, MA Winfield Children’s House Falmouth, ME Montessori Academy of Cape Cod North Falmouth, MA 508-563-9010 Seacoast Center for Education Stratham, NH 603-590-6360 Montessori Day SchoolSandwich, of Wellesley Wellesley Hills, MA Casa dei Bambini Children’s Center Bow, NH Montessori Beginnings School MA Hills 508-477-7730 Southern NH Education Center Londonderry, NH 603-818-8613 Montessori Belmont, MA Hollis Montessori School Hollis, NH Montessori Country Day Escuela Montessori of Greenwich Bay East Greenwich, RI 401-234-1243 Institute-New England Beverly, MA New England Montessori Goffstown, NH School ofMontessori Holden Holden, MA 508-829-2999 Hilltop Montessori School Brattleboro, VT Montessori Boston, MA Southern NH Education Academy 802-257-0500Londonderry, NH Montessori Day School Parent Child Center Montessori School of Northampton Northampton, MA Montessori Pathways of New England Exeter, RI of Wellesley Hills Wellesley Hills, MA 781-795-5571 The listed schools do not discriminate in admission, My Montessori of Sudbury Sudbury, MA Montessori School of Greenwich Bay East Greenwich, RI Montessori Escuela Belmont, MA 508-454-0631 My Montessori of at Woburn Woburn, MA Sea Rose Montessori Co-op School Portsmouth, RI Montessori Institute-New England Harborlight-Stoneridge practices on theSchool basis of race, color, Brattleboro, VT Nashoba Lancaster, MAand employment Hilltop Montessori Montessori School Montessori School Beverly, MA 978-927-9600 Newburyport Montessori School Newburyport,national MA or ethnic origin, or any other protected category Montessori Parent Child Center Boston, MA 617-513-4270 Newton Montessori School Newton, MA under applicable Federal or State laws.

My Montessori of Woburn Woburn, MA 781-333-4898 The listed schools do not discriminate in admission, financial North Shore Montessori School Rowley, MA aid, or administration of their educational policies and Norwood Montessori School Norwood, MA employment practices on the basis of race, color, national or Oak Meadow School Littleton, MA ethnic origin, or any other protected category under applicable Old Colony Montessori School Hingham, MA

Montessori IS 21st Century Education

Find a Montessori school near you...

Federal or State laws.

2018 | BostonParentsPaper.com

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As they mature, students learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors.

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Boston Parents Paper | 2018

Š 2017 American Montessori Society. All rights reserved.

Benefits of Montessori Education

Montessori education recognizes that children learn in different ways, and accommodates all learning styles.

Discover Montessori

M

ontessori education offers our children opportunities to develop their potential as they step out into the world as engaged, competent, responsible, and respectful citizens with an understanding and appreciation that learning is for life.

Each child is valued as a unique individual.

Montessori education recognizes that children learn in different ways, and accommodates all learning styles.

Students are also free to learn at their own pace, each advancing through the curriculum as he is ready, guided by the teacher and an individualized learning plan.

Beginning at an early age, Montessori students develop order, coordination, concentration, and independence.

Classroom design, materials, and daily routines support the individual’s emerging “self-regulation” (ability to educate one’s self, and to think about what one is learning), toddlers through adolescents.

Students are part of a close, caring community. The multi-age classroom—typically spanning 3 years—recreates a family structure. Older students enjoy stature as mentors and role models; younger children feel supported and gain confidence about the challenges ahead. Teachers model respect, loving kindness, and a belief in peaceful conflict resolution.

Montessori students enjoy freedom within limits.

Working within parameters set by their teachers, students are active participants in deciding what their focus of learning will be. Montessorians understand that internal satisfaction drives the child’s curiosity and interest and results in joyous learning that is sustainable over a lifetime.

Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions.

Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors.

Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic,ART self-directed learners.

WORK FOR PRINTING PMS 302C 10% to 100% They are able to think critically, workfaded collaboratively, and act boldly—a skill set for the 21st century.

Provided by American Montessori Society. For more information on the Montessori Method of education please see their website, amshq.org

2010 SUMMIT MONTESSORI SCHOOL

Discover Thacher Toddler - 8th Grade

1425 Blue Hill Avenue | Milton, MA 02186 617-361-2522 | www.thacherschool.org NURTURING BOUNDLESS CURIOSITY

Summit monteSSori School

A beautiful way to learn!

Ages 21 months to 12 years

open houSe: April 29, 2018 1-3 pm

283 Pleasant Street, Framingham, MA 508.872.3630 • summitmontessori.org PMS 302C

OUTLINE ART

2018 | BostonParentsPaper.com

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Montessori Schools Defined

M

Montessori schools can be found in rural, urban, and suburban settings; in working-class towns, affluent communities, and even remote villages.

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Boston Parents Paper | 2018

Š 2017 American Montessori Society. All rights reserved.

ore than 4,000 Montessori schools dot the American landscape, offering a unique educational model to families nationwide. Thousands more bring the Montessori method to every corner of the world.

Montessori schools can be found in rural, urban, and suburban settings; in working-class towns, affluent communities, and even remote villages.

Some schools offer all levels of learning, from infant/toddler through the secondary (high school) level. Others offer only certain levels.

In the United States, most Montessori schools are privately owned. A growing number, however, are part of public school systems, making it possible for families of any means to give their child a Montessori education.

Public Montessori school students must take the same standardized tests as students in traditional public schools.

Private Schools Linked by a common philosophy, each private Montessori school is nonetheless unique. It may be housed in a small, homelike setting, on an expansive campus, or surrounded by gardens that hold discoveries for every age. Individual schools may be part of a larger entity, often a nonprofit agency or religious institution.

Some schools offer parent/infant classes, in which parents learn to observe their child and meet his needs in the Montessori way.

Like other private schools, most independently owned Montessori schools are funded by tuition revenue. Some schools provide scholarships for families in need of assistance, and many offer reduced tuition when parents enroll more than one child.

Public Schools Montessori is a presence in more than 400 U.S. public schools, including neighborhood, magnet, and charter schools.

Public Montessori programs come in many sizes, from a single early-childhood classroom to an entire elementary, junior high, or high school. Some share a facility with other programs that have a different instructional approach.

Teachers in public Montessori schools have a dual responsibility. In planning an age-appropriate Montessori curriculum, they need to make sure it matches their state’s grade-level standards.

Public Montessori school students must take the same standardized tests as students in traditional public schools.

WELLESLEY Montessori School

Now enrolling for the 2018-2019 school year Ages 1.9 - 6 years

An authentic Montessori environment with certified Montessori Teachers. WMS is an American Montessori Society member school.

Now accepting toddlers as young as 21 months!

Scholarships available.

79 Denton Road, Wellesley, MA 02482 • 781-237-6670

www.wellesleymontessori.org

What’s in a Name If you’re considering Montessori education for your child, it’s important to know that the Montessori name is not trademarked. Any school can call itself Montessori, and programs vary in how they interpret and practice the Montessori approach.

The American Montessori Society believes that certain elements are essential to quality Montessori education.

These include: • Mixed-aged classes, in which older children serve as role models and helpers; • A full array of developmentally appropriate Montessori learning materials; • Teachers with credentials from a Montessori teacher education program; • Adherence to the Montessori instructional approach, with teachers serving as guides rather than givers of information.

Provided by American Montessori Society. For more information on the Montessori Method of education please see their website, amshq.org

2018 | BostonParentsPaper.com

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Montessori Learning Materials

Y

ou might see a 4-year-old boy forming words using 3-dimensional letters called “the movable alphabet.” A 2½ -year-old may be sitting by a teacher, ever-so-carefully pouring water from 1 tiny pitcher to another. Several children kneeling on the floor may be intently struggling over a puzzle map of South America.

Montessori Materials Are Appealingly Designed

© 2017 American Montessori Society. All rights reserved.

Throughout the room, children will be sorting, stacking, and manipulating all sorts of beautiful objects made of a range of materials and textures. Many of these objects will be made of smooth polished wood. Others are made of enameled metal, wicker, and fabric. Also available to explore are items from nature, such as seashells and birds’ nests.

How can a preschool-aged child be trusted to handle fragile little items independently? Montessori teachers believe that children learn from their mistakes. If nothing ever breaks, children have no reason to learn carefulness.

Children treasure their learning materials and enjoy learning to take care of them “all by myself.”

Montessori teachers make a point to handle Montessori materials slowly, respectfully, and carefully, as if they were made of gold. The children naturally sense something magical about these beautiful learning objects.

As children carry their learning materials carefully with 2 hands and do their very special “work” with them, they may feel like they are simply playing games with their friends—but they are actually learning in a brilliantly designed curriculum that takes them, 1 step at a time, and according to a predetermined sequence, through concepts of increasing complexity.

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Ingenious Each learning material teaches just 1 skill or concept at a time. For example, we know that young children need to learn how to button buttons and tie bows. Dr. Montessori designed “dressing frames” for children to practice on.

The frame removes all distractions and simplifies the child’s task. The child sees a simple wooden frame with 2 flaps of fabric—1 with 5 buttonholes and 1 with 5 large buttons. His task is obvious. If he makes an error, his error is obvious.

Built-in “control of error” in many of the Montessori materials allows the child to determine if he has done the exercise correctly. A teacher never has to correct his work. He can try again, ask another child for help, or go to a teacher for suggestions if the work doesn’t look quite right.

Materials contain multiple levels of challenge and can be used repeatedly at different developmental levels. A special set of 10 blocks of graduated sizes called “the pink tower” may be used just for stacking; combined with “the brown

The children naturally sense something magical about these beautiful learning objects.

stair” for comparison; or used with construction paper to trace, cut, and make a paper design. The pink tower, and many other Montessori materials, can also be used by older children to study perspective and measurement.

Montessori materials use real objects and actions to translate abstract ideas into concrete form. For example, the decimal system is basic to understanding math. Montessori materials represent the decimal system through enticing, pearl-sized golden beads.

Loose golden beads represent ones. Little wire rods hold sets of 10 golden beads—the 10-bar. Sets of 10 rods are wired together to make flats of 100 golden beads—the hundred square. Sets of 10 flats are wired together to make cubes of 1,000 golden beads—the thousand cube.

Children have many activities exploring the workings of these quantities. They build a solid inner physical understanding of the decimal system that will stay with them throughout school and life.

Later, because materials contain multiple levels of challenge, the beads can be used to introduce geometry. The unit is a point; the 10-bar is a line; the hundred square a surface; the thousand cube, a solid.

Montessori learning materials are ingeniously designed to allow children to work independently with very little introduction or help. The students are empowered to come into the environment, choose their own work, use it appropriately, and put it away without help.

Invite Activity Maria Montessori believed that moving and learning were inseparable. The child must involve her entire body and use all her senses in the process of learning. She needs opportunities built into the learning process for looking, listening, smelling, touching, tasting, and moving her body.

When you look at Montessori materials, you are drawn to explore them with your senses. For example, you would want to pick up the sound cylinders and shake them. They consist of 2 matched sets of wooden cylinders containing varying substances that create different sounds when shaken.

The child sorts the sound cylinders using only his listening skill. Two cylinders have the barely audible sound of sand. Two have the slightly louder sound of rice inside them.

Others contain beans or items that sound louder still. After matching the cylinders, the child can grade the cylinders— that is, put the cylinders in order of softest to loudest, or loudest to softest.

“Grow” with the Child Montessori materials are designed to follow the students throughout their education; they are like familiar faces

greeting them in their new classrooms as they advance.

For example, exploring the “binomial cube”—made up of 8 red, black, and blue cubes and prisms—the early childhood student develops visual discrimination of color and form. The elementary child labels the parts to explore, concretely, the algebraic formula (a+b)3. The upper elementary child uses the binomial cube as the foundation for work with more advanced materials to solve algebraic equations.

Invite Discovery Montessori-structured lessons are the “work” or procedures for each set of materials. A teacher may give a lesson to a child or small group of children, another child may give a lesson, a child may learn how a lesson works by watching others, or a child may explore certain types of materials freely.

For a young child, the Montessori-structured lesson may be silent and may be only a few moments long. This lesson models a method for laying work on a mat or table in an orderly fashion. The lesson helps children develop work habits, organization skills, and general thinking strategy, but it never teaches children the answers.

Teaching children the answers steals their chance to make exciting discoveries on their own—whether the child is a baby wondering “Can I reach that rattle?,” a preschooler contemplating “Why did this tower of cubes fall down?,” an elementary school student pondering “When you divide fractions, why do you invert and multiply?,” or a high school student puzzling “How does city council operate?”

For students of every age, the Montessori environment offers the tools to discover the answers to their own questions. The teacher is their trusted ally and the learning materials are their tools for discovery, growth, and development. The teacher stays with the students for the entire span of their multi-age grouping, usually 2 or 3 years, nurturing each child’s development over that extended span of time.

Elementary and high school materials build on the earlier Montessori materials foundation. Because older students have built a solid foundation from their concrete learning, they move gracefully into abstract thinking, which transforms their learning. Now they learn how to carry out research. At these upper levels, students broaden their focus to include the community and beyond. They learn through service and firsthand experience. The Montessori materials support responsible interactive learning and discovery.

Provided by American Montessori Society. For more information on the Montessori Method of education please see their website, amshq.org

2018 | BostonParentsPaper.com

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© 2017 American Montessori Society. All rights reserved.

Core Components

of Montessori Education

W

hile there are many components that are integral to quality Montessori implementation, the American Montessori Society recognizes 5 core components as essential in Montessori schools—properly trained Montessori teachers, multi-age classrooms, use of Montessori materials, child-directed work, and uninterrupted work periods. Fully integrating all of them should be a goal for all Montessori schools.

1. Properly Trained Montessori Teachers Properly trained Montessori teachers understand the importance of allowing the child to develop naturally. They are able to observe children within a specific age range and introduce them to challenging and developmentally appropriate lessons and materials based on observations of each child’s

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unique interests, abilities, and development (social, emotional, cognitive, and physical).

In this way, the teacher serves as a guide rather than a giver of information. She prepares the classroom environment in order to support and inspire the developmental progress of each student and guide each child’s learning through purposeful activity.

A properly trained Montessori teacher is well versed in not only Montessori theory and philosophy, but also the accurate and appropriate use of Montessori materials. She has observational skills to guide and challenge her students, a firm foundation in human growth and development, and the leadership skills necessary for fostering a nurturing environment that is physically and psychologically supportive of learning.

A hallmark of Montessori education is its hands-on approach to learning and the use of scientifically designed didactic materials.

It is essential that Montessori teachers have training in the age level at which they teach. This training prepares the Montessori teacher to design a developmentally appropriate learning environment, furnished with specially-designed materials, where students explore, discover, and experience the joy of learning. AMS recognizes Montessori teaching credentials issued by AMS, NCME, or AMI, or by any other Montessori teacher education programs that are accredited by the Montessori Accreditation Council for Teacher Education (MACTE).

2. Multi-Age Classrooms Multi-age groupings enable younger children to learn from older children and experience new challenges through observation; older children reinforce their learning by teaching concepts they have already mastered, develop leadership skills, and serve as role models. This arrangement mirrors the real world, in which individuals work and socialize with people of all ages and dispositions.

AMS-approved multi-age groupings specify a 3-year age grouping in its accredited schools at the Early Childhood and Elementary age levels. At the Secondary level, groupings may be 2- or 3-years. Children from birth – age 3 may be grouped in varying multi-age configurations.

and presentation of enticing, self-correcting materials in specified curricular areas; teachers who serve as guides and mentors rather than dispensers of knowledge; and uninterrupted work periods, as described below.

5. Uninterrupted Work Periods The uninterrupted work period recognizes and respects individual variations in the learning process. During the work period, students are given time to work through various tasks and responsibilities at their own pace without interruption. A child’s work cycle involves selecting an activity, performing the activity for as long as s/he is interested in it, cleaning up the activity and returning it to the shelf, then selecting another activity. During the work period, teachers support and monitor the students’ work and provide individual and small-group lessons. The uninterrupted work period facilitates the development of coordination, concentration, independence and order, and the assimilation of information.

Provided by American Montessori Society. For more information on the Montessori Method of education please see their website, amshq.org

3. Use of Montessori Materials

© 2017 American Montessori Society. All rights reserved.

A hallmark of Montessori education is its handson approach to learning and the use of scientifically designed didactic materials. Beautifully crafted and begging to be touched, Montessori’s distinctive learning materials each teach a single skill or concept and include a built-in mechanism (“control of error”) for providing the student with a way of assessing progress and correcting mistakes, independent of the teacher. The concrete materials provide passages to abstraction and introduce concepts that become increasingly complex.

4. Child-Directed Work Montessori education supports children in choosing meaningful and challenging work of their own interest, leading to engagement, intrinsic motivation, sustained attention, and the development of responsibility to oneself and others. This child-directed work is supported by the design and flow of the Montessori classroom, which is created to arouse each child’s curiosity and to provide the opportunity to work in calm, uncluttered spaces either individually or as part of a group; the availability 2018 | BostonParentsPaper.com

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Montessori School List Acton Montessori School

Children’s Workshop Montessori

Adams Montessori School

Christian Family Montessori School

Amesbury Montessori School

Concord Montessori School

Amesbury, MA • 978-518-5113

Concord, MA • 978-369-5900

Amherst Montessori School

Cottage Montessori

Amherst, MA • 413-253-3101

Arlington, MA • 781-333-0918

Andover School of Montessori, Inc.

eBridge Montessori School

Bedford Montessori School

Hands-On Montessori School

Bellingham Children’s House

Harborlight-Stoneridge Montessori School

Blue Hill Montessori

Inly School

Bridgeview Montessori School

Keystone Montessori School

Burlington Montessori School

King’s Wood Montessori School

Burlington, MA • 781-273-0432

Foxboro, MA • 508-543-6391

CA Montessori Children’s Center

Kingsley Montessori School

Framingham, MA • 508-628-8429

Boston, MA • 617-226-4900

Cambridge Montessori School

Lexington Montessori School

Children’s House Montessori

Longmeadow Montessori Internationale

Acton, MA • 978-263-4333

Quincy, MA • 617-773-8200

Andover, MA • 978-475-2299

Bedford, MA • 781-275-3344

Bellingham, MA • 508-966-2752

Canton, MA • 781-828-5230

Sagamore, MA • 508-888-3567

Cambridge, MA • 617-492-3410

West Roxbury, MA • 617-325-2233

Children’s Montessori Center Danvers, MA • 978-774-2144

Children’s Own School, Inc.

Winchester , MA • 781-729-2689 54

Boston Parents Paper | 2018

Marbelhead, MA • 781-631-8687

Holliston, MA • 508-429-5478

Westborough, MA • 508-366-9288

Mansfield, MA • 508-339-4667

Beverly, MA • 978-922-1008

Scituate, MA • 781-545-5544

N. Chelmsford, MA • 978-251-2929

Lexington, MA • 781-862-8571

Longmeadow, MA • 413-567-1820

Meeting House Montessori

Braintree, MA • 781-356-7877

Melrose Montessori School Melrose, MA • 781-665-0621

•

Montessori School List Mighty Oaks Montessori School

Notre Dame Children’s Class

Montessori Beginnings School

Oak Meadow School

Montessori Children’s House of Wellesley

Old Colony Montessori School

Montessori Country Day School of Holden

Panda Cub Montessori

Holden, MA • 508-829-2999

Chestnut Hill, MA • 617-614-7709

Montessori Day School of Wellesley Hills

Pinewood School of Montessori

Montessori Escuela

Pioneer Valley Montessori School

Montessori Institute-New England at HarborlightStoneridge Montessori School

Pond View Montessori School

Auburn, MA • 508-304-7110

Sandwich, MA • 508-477-7730

Wellesley, MA • 781-235-9439

Wellesley Hills, MA • 919-259-6516

Belmont, MA • 508-454-0631

Wenham, MA • 978-468-1340

Littleton, MA • 978-486-9874

Hingham, MA • 781-749-3698

Plymouth, MA • 508-746-5127

Springfield, MA • 413-782-3108

Dedham, MA • 781-801-7939

Beverly, MA • 978-927-9600

Montessori Parent Child Center

Reading Montessori School Reading, MA • 781-944-1057

Boston, MA • 617-513-4270

My Montessori of Woburn

River Valley Charter School

Woburn, MA • 781-333-4898

Newburyport, MA 978-465-0065

Nashoba Montessori School

Sam Placentino Elementary School

Lancaster, MA 978-365-2555

Newburyport Montessori School

Holliston, MA • 508-429-0647

Seaside Montessori School Hull, MA • 781-773-1588

Newburyport, MA • 978-462-7165

Newton Montessori School

80 Crescent Avenue Newton • 617-969-4488

North Shore Montessori School Rowley, MA • 978-495-2244

Norwood Montessori School Norwood, MA • 781-769-6150

Shrewsbury Montessori School Shrewsbury, MA • 508-842-2116

Summit Montessori School

Framingham, MA • 508-872-3630

Sunrise Montessori School Franklin, MA • 508-541-8010

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Montessori School List T.E.C. School

Wildflower Montessori School

Tara Montessori School

Wollaston Hill Montessori School

Thacher Montessori School

Woodside Montessori Academy

Worcester, MA • 508-577-3045

Manchester, MA • 978-526-8487

1425 Blue Hill Avenue, Milton • 617-361-2522

The Bethlehem School

Lynnefield, MA • 781-334-6436

The Montessori School of Northampton Northampton, MA • 413-586-4538

The Montessori School of the Berkshires Lenox Dale, MA • 413-637-3662

The Riverbend School

Natick, MA • 508-655-7333

The Sandwich Montessori School Sandwich, MA • 508-888-4222

The Torit School

Boston, MA • 617-523-4000

The Westwood Montessori School Westwood, MA • 781-329-5557

Tobin Montessori School

Cambridge, MA • 617-349-6600

Treetops Montessori School

Sturbridge, MA • 508-347-8059

Urban Village Montessori

Haverhill, MA • 978-361-0793

Vineyard Montessori School

Vineyard Haven, MA • 508-693-4090

Walnut Park Montessori School Newton, MA • 617-969-9208

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Cambridge, MA • 617-863-7290

Quincy, MA • 617-237-0722

Millis, MA • 508-376-5320