Carrie, now a proud MSS alumna of a decade, embarked on her MSS journey at the tender age of 3. Presently, she is in the 8th grade at the Shanghai Fudan Vanke Experimental Private School.

Carrie’s father, an early enthusiast of self-studied psychology and a perceptive mind in early childhood education, was drawn to MSS by its profound resonance with the Montessori philosophy.

“Montessori respects each child as a unique individual, acknowledging their weaknesses and strengths. It delves deeply into uncovering a child’s inner potential, helping them discover what truly matters to them. Through a natural approach, Montessori cultivates independence, hands-on abilities, and more. None of these are forcibly imposed. This is one of Montessori’s core principles that I greatly identify with.”

Before embracing MSS, Carrie’s father explored diverse kindergarten options with her. Yet, two factors propelled their decision in favor of MSS:

Firstly, Carrie’s immediate fondness for MSS’s expansive lawn and playful swings led to her enthusiastic declaration upon the first visit: “This is the kindergarten for me!”

Secondly, attention to detail proved pivotal. Amid numerous kindergarten tours, Carrie’s father discerned that while some fell short in management experiences, MSS radiated a comforting ambiance, even evident in the security personnel’s demeanor at the entrance.

“Hence, I believe that different philosophies lead to different educational approaches, shaping the style and atmosphere of the entire kindergarten from the inside out.”

Montessori’s Role in Social and Independent Development of Children

Carrie’s father believes that Montessori’s mixed-age classes greatly contributed to developing Carrie’s social and communication skills.

In these mixed-age classes, children aged 3 to 6 live and learn together. They engage in independent tasks and collaborative undertakings, learning both individually and collectively. Older children lead, while younger ones observe and emulate, a cycle that perpetuates as these young ones mature. This imparts an enduring “continuity” to Montessori classrooms.

Today, Carrie excels in expression and social interaction. She identifies herself as a “Little People Person” among friends of various ages. With peers of different ages or newly met friends, Carrie communicates effortlessly. Through the Montessori “prepared environment,” she has gained rich experience in interacting with children of various age groups.

Furthermore, Carrie’s father believes she displays stronger independence compared to peers. Without constant supervision, she effectively manages her academics and hobbies.

He doesn’t want his child to become an “exam machine” but rather aims for her to possess independent thinking and judgment skills. “When she steps into society in the future, having her independent personality will help her thrive. Parents can’t substitute for that.”

Learning: A Realm of Consistency, not Coercion

Carrie’s father never enforced any particular subjects on her. He hoped she would follow her interests, utilizing her talents and strengths. “The motivation to learn should stem from genuine passion, not out of coercion or force.”

Under this philosophy, Carrie developed diverse interests. She loves English, viewing it as a crucial tool for communication in any field, a key to unlocking the world. She believes the bilingual environment at MSS significantly facilitated her English proficiency.

She recalls her time at MSS, where she and her peers would gather in a circle as foreign teachers told English stories and rhymes—activities she found enjoyable.

In addition to her academic pursuits, Carrie’s weekends are consumed by her fervent hobbies, many of which she’s steadfastly pursued:

For instance, she enjoys painting in various styles, including sketching, acrylics, and watercolors, with acrylics being her favorite.

A decade-long dedication to Chinese dance has garnered her various awards, including gold medals in Shanghai city-level competitions in the preceding years.

Fascinated by the cello’s timbre, she’s honed her skills for two to three years.

Recently, she took up golf with her father and developed an interest, planning to take lessons.

Carrie’s father reflects, “These pursuits were never enforced; they were driven by her genuine desire to learn. Her decade-long dedication to Chinese dance, for instance, speaks volumes of her autonomy.”

This encapsulates one of Montessori’s pivotal philosophies: cultivating children’s intrinsic interests. Their learning preferences and hobbies are rooted in their conscious choices, enabling profound and enduring engagement. These interests embody their innate talents, translating into feelings of accomplishment; these endeavors are uniquely their own, from inception to completion.

Montessori: A Heartfelt System of “Love”

A Decade Later, Carrie’s, memories of MSS still shine:

“The classrooms at MSS were incredibly spacious and bright, creating a cozy atmosphere. The environment was beautiful, with abundant trees and flowers adorning the campus. The school frequently organized open days and themed events, making the learning experience truly enjoyable.”

Reflecting on her personal growth, Carrie shares, “I feel that I’ve developed strong habits in terms of daily routines, such as washing my hands and disinfecting upon entering school, and taking off my shoes before entering the classroom, placing them neatly in the shoe cabinet. I’ve also gained a fundamental sense of safety and learned the importance of following rules and maintaining order. Additionally, my social skills have flourished.”

Carrie’s father believes that MSS has played a vital role in shaping her into a respectful, inclusive, and affectionate individual. “In my opinion, Montessori instills a sense of ‘love’ in children. The teachers at MSS genuinely care for their students, and you can see the warmth in their eyes. This isn’t something that the school imposes; it’s a natural outpouring from their hearts.”

Montessori education goes beyond being a professionally accredited system; each teacher at MSS undergoes Montessori certification. But even more profoundly, it operates as a system of “love.” Each teacher approaches their role with a deep sense of love, offering children companionship, attentive listening, encouragement, acceptance, and positive response. This notion of “love” functions as a shared value, deeply ingrained in the hearts of every teacher.

During Carrie’s time in kindergarten, her father was the one to drop her off at school. He recalls, “Whenever I entered the school, I would see teachers greeting the children with smiles, waving and cheerfully saying hello. They would bend down, crouch, bow, shake hands, or even give hugs as a warm welcome. Witnessing children coming to MSS with such eager anticipation was truly touching. Every child had their own unique personality, yet MSS treated each one with equal care, embracing their individuality. I believe this is one of the significant strengths of Montessori education at MSS.”

Some Reflection in the End

Throughout her years at MSS, Carrie served as a course assistant and class monitor. For her, these roles were sources of small yet significant achievements. Through these experiences, she learned how to assist teachers and serve her classmates, fostering trust and respect.

Facing the challenges of the future, Carrie is set to transfer to a new school next semester. She’s approaching this change with diligence, eagerly anticipating the adjustment to the new environment and teaching methods.

Besides, she has set a goal for herself: to expand her vocabulary and reading skills, with the aspiration of completing her TOEFL examination promptly. This intelligent, expressive, and forward-thinking “young individual” carries herself with the grace and maturity of an adult, skillfully orchestrating the rhythm of her own life journey.