Testing for Intelligence?

     
     Holistically means that to cultivate the whole person and the child with the appropriate help he/she need for learning and development. I do believe that the whole child need to measured and assessed. Because in every areas of the child learning and development skills need to be a function by social-emotional, cognitive, physical, language and self-help skills. Because if the whole child is not assessed the child maybe lacking in learning and development process. When the whole child is assessed it included the student results on their standards and performance. Children are assessed to find out where their strength and weakness. To see what areas do they need help and improvement. Children are assessed on the strengths, need of improvement, and what parents can do to help the child at home.

Assessing children on how they play with their new peers it is vital for teachers and parents. To work together to gather information that enables them to know how to support students. To learn the children social and other skills, and the children work with a comprehensive range of cognitive skills in problem- solving this called a portfolio. Showing each child work that needs improvement to both parents and the child, and the child should be influenced by parent/teacher in doing his/her work. The teacher should assess the whole child by influencing social-emotional, physical, language and cognitive development and learning skills; these are the domains that are part of children development and learning skills. Teachers need to assess children to help promote spirituality, and respect for the natural environment, and social justice. To help inspire children’s imagination, creativity, compassion self-knowledge, social skills, and emotional health. IN this way, the term holistic education simply means cultivating the whole person and helping individuals live more consciously within their communities and natural ecosystems (Miller, 2005).

·         In what ways are school-age children assessed in other parts of the world? (Choose a county or region of the world for which you have a personal affinity).

Montessori School

 1.Toddler Preschool Program (Ages 18 months-3 years) 1.Children must be 18 months old at time of admission and do not have to be toilet trained.

 2. Children should be able to separate from their parents within a reasonable amount of time as determined by the teacher depending on the needs of each individual child.

·         Primary Program (Ages 3-6)

1. Generally, children must be between the ages of 3 and 5 by their start date.

 2. Children older than 4-1/2 who have begun their Montessori education at another Montessori School may be accepted as transfers. If a child has had previous school experience, copies of school records will be required.

 3. Children older than 4-1/2 who have no prior Montessori experience may be considered for admission after an extensive review by the Admissions Committee.

 4. Children must be toilet trained. Diapers or pull-up diapers are not permitted. Cotton training pants are permissible.

·         Elementary Program and Middle School (Ages 6-14)

1. Previous Montessori experience for a minimum of one year in an AMS or AMI intermediate program (or equivalent) is preferred.

 2. Children who have no prior Montessori experience may be considered for admission after an extensive review by the Admissions Committee.

 3. All transfer candidates, as part of the interviewing process, are required to spend at least a half-day in an elementary or middle school classroom.

 4. Children entering the elementary program must be over the age of 6 by September 1 and meet all requirements for placement.

 5. Official records from the present school are required prior to acceptance to the program.

·         ADDITIONAL ADMISSION REQUIREMENTS(for all levels)

 1. All children over 5 years of age are interviewed by a Montessori teacher before admission to the school.

 2. All new parents meet with the Head of School and/or the Director of Admissions.

 3. Copies of any educational or psychological testing must be submitted before admission to the school.

 4. Education for all children, including those with special needs, will be done within the parameters of the Montessori philosophy and its implementation in the classroom. This implementation implies a multi-sensory approach to education.

 5. Specific trial periods and evaluation procedures may be established as needed.

·         SPECIAL NEEDS CHILDREN

 Children with mild physical, mental or educational difficulties are considered for admission when special care or attention is not required. Reasonable accommodations will be made provided that no changes to the program are required and that the child does not pose a risk to himself or others. A recent diagnostic assessment by qualified professionals which identifies the child’s needs within a mainstream environment is required. Periodic assessment may also be required during the school year and prior to re-enrollment. An educational assessment made during this time will determine:

 1. The child’s progress.

 2. That our environment supports the developmental needs of the child.

·         APPLICATION PROCEDURES

 1. Requests for enrollment applications are taken both by telephone and in person.

 2. An information packet consisting of our brochure stating the philosophy and objectives of Montessori education and MSCM and/or Emerson Farm Middle School, a Fee and Payment schedule, as well as additional information regarding a Montessori education will be mailed or given to interested parents.

 3. Observation of a class by prospective parents is required. Observations are scheduled from Monday through Thursday of each week. Every effort is made to schedule them for the first convenient date. Observations are for adults only.

 4. Parents are supplied with an observation sheet before entering the classroom. A meeting with the Head of School and/or the Director of Admissions is scheduled immediately following the observation to answer questions and explain the programs.

 5. After an application is submitted an interview for the child is scheduled.

 6. Although the school follows a rolling admissions policy, no new applicants will be admitted after Spring Break of each school year unless they are transfer students from another Montessori school.

·         ENROLLMENT

 Enrollment of students is made on a first come, first served basis given the following priorities:

 1. Returning students are given first priority until March 15 of the school year preceding fall admission.

 2. Siblings, former Montessori families, staff children, and children from other Montessori schools are given priority over new students until April 15 preceding the fall admission.

 3. The number of children who can be accommodated depends on Montessori guidelines and state regulations. When space is unavailable at the time of application, children may be placed in a waiting pool at the parent’s request.

 4. Deposits are required within 10 days of notification that space is available. Should the date of application be the same for two prospective students, preference will be given as in #1 and #2 above, and the location of the available space, i.e. Toddler, Primary, Extended Day, or Elementary class.

 5. Parents are notified in writing when their child has been accepted.

 6. Specific policies contained within the financial agreement are binding.

·        CLASS PLACEMENT

1. All class placements are made by the Placement Committee of MSCM. We do not accept parent requests for placement. Placements are made to maintain the balance within the classroom with respect to age and gender of children. Generally, children will remain with their classroom teacher until they are ready for placement in the next level appropriate to their educational, emotional and social needs, unless the MSCM placement committee feels a change is in the best interest of the child.

 2. The MSCM reserves the right to place children in order to maintain balanced classes with respect to numbers of children, their ages, gender and individual needs of students.

 3. Families will be notified of their child’s placement during the early part of August.

 4. Teachers will assign a starting date for new students, which may differ from the announced first day of classes. The “phasing-in” of new students allows for a smooth transition for beginning children while maintaining an even rhythm of classroom activities. All phasing-in will be completed by October 1st.

 5. All new elementary and middle school students begin on the first scheduled day of school.

We welcome all students regardless of race, religion, national origin, gender or disability.

References:

Montessori, Mario (1966). The Human Tendencies and Montessori Education. Amsterdam: Association Montessori international

What additional ideas, comments, suggestions, examples, and/or concern related to assessing young children would you like to share with your colleagues?

My suggestions concerning young children assessing is that when we assess children. It is essential for adults to write exactly what the child does, and not what we think or say. Remember it is all about the child, and the way he/she is learning and development. We should have note pads on us to be ready to take quick notes about the child. Because children learn and do unexpected creativities doing the least expected time frame. Make should that the children choose the activity he/she wants. This will help the child put more interest in problem- solving on his own. Make sure the adults do their part, and the children will automatic will do their part. Example: I was on the computer, and I was not feeling well, and I begin to sneeze when KC, came to me and said, “Bless you teacher.” We were amazed a two year old child stops playing and were concerned about her teacher and said “bless you teacher.” Cedar Tyler, (2012).