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).
