Universal Preschool; Widespread ConfusionOpinionLakshmi A. KripalaniThis seems to be a time of great opportunity for Montessori educators, with so much talk of universal preschool and vouchers. We should be both cautious and bold. Montessori's deepest vision could do so much for so many children. Those who recognize her insights know how much good they could do. But caution is in order. Montessori's beautiful ideas have been distorted by so many outside influences. Montessori educators have often been disappointed in their dealing with government. But we cannot blame the public schools or government for all the problems. Before they can seize what may be a wonderful opportunity, Montessorians need to look at themselves. Montessorians have kept themselves aloof. Dr. Montessori's early lectures and training were open to all. It is only during the revival of the Montessori method in the late 1950s in the United States that the certificates of teaching were demanded immediately after attending the course. It was one of the pressures that may have weakened the movement. Too many Montessorians seem to see themselves as an elite with all the answers. That is not only far from any truth. It is condescending. Montessorians know much, but we have much to learn. For instance, there is little evidence that Montessorians have incorporated advances made in research on the brain. Brain researchers have begun to demonstrate how the neurons in the brain function from the moment of conception. I think Montessori intuitively knew that. Unfortunately, there is little communication between Montessorians and researchers. Dr. Montessori would have embraced such a dialog. I have spoken before about the problems of allowing a mechanical use of didactic materials to replace an intellectually challenging investigation into the development of each child. I think Montessori educators would benefit by asking some larger questions about Montessori's work, too: . Was it only freedom under the supervision of an untrained teacher that produced the remarkable results in the initial Casa? . Did that untrained teacher not control or intervene when she was alone-and ask them to behave when Dr. Montessori was around? . Did Dr. Montessori not intervene when children were in danger? . Did she not intervene before the children were normalized? . Did she not introduce every activity as a scientific trial, discarding what did not work? . Did she not interpret each observation of the teacher and change or discard material that was not useful? . Did she not emphasize that the needs and abilities of children from zero to six years are quite different from those after six years of age? . Didn't she give a completely different direction for children over six years of age? . Was not her direction for the older children specifically for those who had been through the experiences of her approach during earlier years? . Did she work on the needs of the older children who had not had the previous Casa experiences? And today: . Do teachers understand their role in continuous analysis and creation of alternatives to meet the needs of children? . Have we prepared this generation of teacher educators to help the teachers faced with inconsistencies in our approach? However well-prepared Montessori teachers may be, the possibility of universal preschool means Montessori educators could touch the lives of thousands more young people. But Montessorians are properly cautious. Perhaps it is a lack of agreement growing from a failure to comprehend the insights of Dr. Montessori. Perhaps it is a matter of risking what has become a lucrative business for some. Whatever the reason for reluctance, this much is clear: . State governments are exploring universal preschool. . The structure of the family has changed. Frequently, both parents are working or there is a single parent caring for children. . The introduction of pre-kindergarten programs-even Montessori programs-cannot meet the needs of all children. . Funding universal pre-kindergarten would put an extra burden on taxpayers who are already overwhelmed. So what can Montessorians do? Reforms rarely meet their highest expectations. The introduction of kindergarten 150 years ago has not. We would be wise to recognize the limits of universal preschool. We know that those in religious schools or private Montessori schools would not likely benefit from universal preschool proposals. Some would lose freedom. Others would be unable to operate at the funding levels states are likely to offer. So, to reach all children from birth, how should we invest our money? We must begin by redefining responsibility. We are all responsible for healthy young children. We must build nurturing, safe, stable families and communities for our children. In this multi-media culture we can do much to educate parents, and to find ways to support them in raising their children. Instead of pouring money in pre-kindergarten and helping only four-year olds, we need to direct our effort and money to the education of parents and their networks of support. Montessori educators can do this, with little risk to their integrity or businesses. Today's children are often either in care of daycare centers or home-based child care. These caregivers must understand the potential of each child and how it can be realized. Montessorians can urge public and private sector leaders to push the limits of our media to educate those who raise our children. We have experienced the impact of advertising. I would claim that it generally exploits the young but benefits business. We can use that same media to make caregivers aware of their ethical responsibility to help all children realize their potential. We could use the media to educate parents. We can also reach a new generation of Montessori teachers and the teen-agers who will soon be raising children. The teenagers are reluctant to follow the instructions from the parents or even from the teachers. But if they get all the information constantly through the multimedia, they would take it in at their own pace. They are our future and the future of the new generations yet to come. We need to approach them indirectly but effectively. Montessorians would gain much if they get out of their protected shells and take an active role in building a better world for all children. This would fulfill the dream of Dr. Montessori. Copyright 2004 L. A. Kripalani Lakshmi A. Kripalani was trained by and has worked with Dr. Maria Montessori and Mario Montessori. She is an AMI Montessori teacher trainer and consultant. Dr. Montssori's 1946 Lectures-Karachi, India, transcribed and edited by Lakshmi Kripalani, is now available through the Houston Montessori Center, 713 464- 5791. Miss Kripalani is available for lectures, workshops or consultations. lkripal...@comcast.net |
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