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We went to Montessori schools since early years and not
only liked the special "learning tools" they are presented
with, but especially the emphasis on recognizing the
" Sensitive Learning Periods" in a child's life. The idea of
Maria Montessori, that every child has it's own special times
in which it is "super interested" to certain subjects. And
the job of the educator is , to recognize those and provide
guidance rather than pushing them all together to a certain
class aim at a given time.
"Difficulty" is not (only) a question of age, but it stands in
relation to the possibilities of the individual! Everybody
knows (now), how easy it is for a young child to learn a new
language and how difficult it is for adults. So the main aim
is, to not "miss the bus"! If that is done well, then the child
has such an enthusiasm to learn from alone and that might
work also later in life, because they picked up a learning
style, which is good for the rest of their lives. That's our
main reason for choosing Montessori education.
—Kirstin and Robert Johnston
Parents of Rheanna 10, Kailex 8 1/2 and Julian 7
My daughter, Christina, started attending Montessori school
in 1992 at Jackson Park. At that time there were only 3
classrooms and Montessori parents were a tight-knit
community. The program was only starting, we were
planning to grow it to more classes and maybe even a free-
standing school of its own. Each year there were more
applicants than spaces available. The admission policy was
written so that it can fill each class with enough students of
Montessori background. The experienced Montessori
Student provides the foundation for the classes. The
Montessori principle was stressed in all that we did. A
preference for siblings ensures parent's support and continu-
ity for the families. Since then, 2 of my daughters have
graduated from the program. In 1996, the program outgrew
the capacity of Jackson Park. The school district, with exten-
sive consultation with the parents and the teachers, moved
the program to the present location at Tracyton. In the next
two years, the program grew to six classes.
During this time, I have watched several of Christina's class-
mates attain success in their academic life. Maureen Davies,
one of our first Montessori graduate, went onto the UW
Early Entrance Program, and started college at the
age of 14. Tiffany Cartwright, another Montessori graduate,
was valedictorian at Central Kitsap High School last year.
My own Christina also ended up at the UW as a freshman
after her sophomore year at CK High.
What I see in Christina and her friends is that the CK
Montessori program instilled in them an enjoyment in
learning. The learning process in the Montessori program
always provides challenges to the students at the
appropriate level, so that the student is involved. The Mon-
tessori student is trained early to manage their own learning.
These attitude and skills serve them well as they advance in
their academic life, in high school and college. As I jokingly
told the CK School Board last June that Christina is
a "product of CK School District", I emphasized to them that
it is all the programs like TEAM, Montessori, gifted class-
room, and AP classes that make CKSD special and win the
support of the parents.
—Al Chan
Page 7
MPA Newsletter / February 2004
Our family became involved with the Montessori program
after having been part of a private school setting. My son,
then 8, was in need of an environment that was able to see
his creative abilities, and challenge him academically. The
program attracted me as it supported children, their learning
interests and style and encouraged parents to be an active
participant in their children's development.
As a professional working with families at Kitsap Mental
Health Services, I am very aware of the need to have schools
and parents be face to face to best meet the individual needs
of children. The Montessori program offered my family an
opportunity to be involved in a community of caring and in-
volved individuals dedicated to making sure children know
their uniqueness and grow academically into self assured and
confident people.
—Kristine Clay Welch, Mother of Samuel and Nathan
—Letters from our parents continued
Tina Piper, Primary Teacher
presenting a math lesson
We have developed friendships with other Montessori fami-
lies. This program has been our community. The teachers
have provided continuity in support and instruction.
These three ingredients: continuity, community, and com-
mitment create quality education for our children. Also, this
program is unique due to its’ methods and philosophy.
—Barbara Bromley and Dr. Roger Libby
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