Education is to inspire life, to enrich life, to help the children with their own strength to survive, and to help them develop the spirit.
-Maria Montessori

“With the ingenious guidance of MSS, we were fortunate to secure admission into SHSID!”

During the years 2011 to 2014, Andy thrived in the environment of MSS for a remarkable three-year period. Prior to his enrollment at MSS, he attended a local kindergarten near his residence, where a mere two teachers struggled to manage a class of forty to fifty children. Jenny, Andy’s mom, decided that such a strict and crowded environment was unsuitable for her son. She reminded, “I sought to find an environment that offered a more relaxed and comfortable vibe for my child.”

Working in a multinational corporation, Jenny found that many of her foreign colleagues selected MSS for their children due to their appreciation of its philosophy. Under their glowing recommendations, Jenny enrolled three-year-old Andy at MSS. For three years, despite the challenges of commuting to and from school, Jenny firmly believed that the decision was unequivocally worthwhile. She remarked, “MSS enjoys a prestigious reputation in Shanghai, and parents around me are well aware of its excellent standing. As one of the few Montessori schools in Shanghai certified at the AMS Level 10, I truly believe it was an exceptional choice.”

The fortuitous element that further influenced their decision was the presence of Ms. Karen. Boasting over 15 years of experience at MSS, Ms. Karen served as Andy’s first Montessori teacher. Jenny recounted, “When I first met Ms. Karen, I immediately sensed her exceptional teaching abilities. Her demeanor exuded a perfect blend of gentleness and approachability, while maintaining a firm stance. She allowed children the freedom to explore within disciples, teaching them how to effectively communicate and interact with others in accordance with Montessori principles. Additionally, she emphasized the importance of respecting the environment and consistently set a remarkable example for the children. Even though Andy graduated from MSS nine years ago, we have managed to maintain an close connection with Ms. Karen.”

In Jenny’s eyes, academic excellence was never the sole focus for Andy, and she did not exert pressure on him to achieve top grades. She explained, “We don’t believe in excessive studying at home. Nevertheless, Andy is currently excelling at SHSID and has received the esteemed ‘best behavior’ award. This accomplishment in itself makes me quite happy.”

The formative years from 0 to 3 are critical for instilling positive habits and learning patterns, while ages 3 to 6 greatly shape behavioral standards. “Prior to entering the SHSID, prospective students will undergo a thorough assessment that evaluates their behavior, social interactions, and participation in games and activities. Some children swiftly finish their tasks and leave, whereas Andy proactively takes the initiative to tidy up and return things to their original places. These habits formed at MSS played a pivotal role in his acceptance to SHSID.”

The Montessori philosophy believes “prepared environment” will foster independent work, encouraging children to use materials and then return them to the designated spots. Jenny firmly believes that those characteristics significantly impact a child’s development.

“I had the privilege of observing at MSS as a parent from an observation room equipped with one-way glass, which shielded the children from disruptions while allowing us to observe the classroom. I vividly witnessed children engrossed in independent work across various areas of the classroom, including language, mathematics, and cultural learning. This capacity for self-directed learning is paramount, and I firmly believe it will continue to benefit Andy throughout his education journey.”

This self-directed learning ability is fully exemplified in Andy’s achievements. Upon graduating from middle school, he received an accolade for his exceptional self-learning abilities. Jenny reflected, “Contrasting with the emphasis on subjects and grades, Montessori education prioritizes children themselves. It nurtures their independence and fosters a profound aptitude for self-directed learning, which I believe lies at the very core of the Montessori Philosophy.”

Jenny values the impact MSS has had on her child’s life and learning over the past three years. She believes that MSS’s daily education, without any additional cramming, played a crucial role in Andy’s successful admission to SHSID. The entrance exam for the international school not only observes the child’s behavior but also assesses their proficiency in Chinese and English. She acknowledges that despite their limited use of English at home and not explicitly teaching Andy listening, speaking, reading, and writing in English, MSS’s holistic education made it possible for him to achieve this feat.

The mixed-age environment fosters compassion and responsibility in children.

Andy is a warm-hearted child who genuinely cares for others and demonstrates a strong sense of responsibility. Jenny attributes this quality to the mixed-age environment at MSS.

In a mixed-age environment, younger and older children interact with one another. When Andy first joined the school, he was the youngest, but by the time he graduated, he had become the oldest one. “This transition allowed him to assume a different role. Initially, when he was younger, he was taken care of by older students. However, as he grew older, he learned to take care of younger children. Now, he has become a compassionate child.”

Jenny expresses her gratitude for the impact of Montessori education on her child. ” The only child in family sometimes tend to be self-centered, focusing primarily on themselves. However, Andy always keeps others, including his parents, in his thoughts.”

Jenny shares an anecdote about Andy’s exemplary responsibility and care for others.

At the age of five, he was already quite tall. At that time, a new student joined the class, and the teacher assigned Andy a task: to help the new student get familiar with the class. New students often require an adjustment period and may struggle to keep up and directly run off on their own. Andy consistently demonstrated a strong sense of responsibility and patience by bringing the student back. In his own words, “The teacher asked me to look after him, so I am responsible for him.”

This story brings both laughter and reflection to Jenny. She remarks, “Can you imagine? A five-year-old child saying, ‘I have to take responsibility for a three-year-old…'”

Some parents may not fully comprehend the value of early education and what young children can learn in kindergarten. Parents often associate learning with academic subjects and overlook the characteristics development and behavior shaping. The Montessori mixed-age environment provides children with opportunities for mutual learning. Spontaneously, children form organized groups where younger children can learn from the behavioral norms set by older children within a certain order. In turn, older children utilize their experiences to guide younger ones, fostering teamwork and enhancing their social skills. This practical application exemplifies the Montessori philosophy in the educational process.

Self-expression nurtures “leadership.”

When discussing leadership, some parents may assume it has no relevance to children. However, Andy possesses characteristics of “leadership.” Jenny, who holds a managerial position in her company, brings a wealth of experience and practical cases related to leadership into her conversations with Andy. “When we’re at home, I inquire about his school experiences, and he, in turn, asks about my work, saying, ‘Mom, what has been happening in your company lately?’ I treat these work-related matters as case studies and share them with him, asking for his opinions: ‘If you were in my position, what would you do?’ His insights and suggestions often demonstrate a logical and empathetic approach. I believe this requires interpersonal skills, effective communication, and empathy.”

Currently, whether participating in school or extracurricular activities, Andy often takes the initiative to assume leadership roles. According to Jenny, Andy once took part in a simulation camp called the ‘Sandbox Expedition,’ which simulated a resource war among eight nations. Eager to showcase his leadership skills, Andy volunteered to run for the position of ‘President,’ and their team emerged victorious, securing the top spot. ‘Whenever there’s a need for leadership,’ Jenny says, ‘Andy takes the initiative and effortlessly grasps everyone’s strengths and advantages, skillfully assigning roles to his teammates.'”

During his time at MSS, Andy always had ample opportunities for self-expression. “There’s a term called ‘critical thinking,” he explains, ‘which refers to the ability to improve one’s own thinking process and tendencies”. MSS instilled in children the importance of having their own ideas and not merely following the crowd. In workshops organized by teachers, children were encouraged to express their thoughts and feelings about various topics. “People might question whether kindergarteners are capable of such activities, but at MSS, they truly could.” Said Jenney.

A few words at last

Just as Jenny aptly put it, Montessori education believes in the inherent potential of every child, who enters this world with a unique aura, and Montessori education aims to unlock their potential and guide them along a path that aligns with their individual characteristics. In the Montessori approach, teachers don’t just let children be; instead, they assume the roles of observers, facilitators, and guides, igniting children’s self-motivation. For children aged 0-6, Montessori emphasizes the concept of ‘absorbent minds,’ and the five core areas of Montessori education cater to children’s developmental needs, allowing them to learn through exploration and firsthand experiences. The sights, sounds, and emotions that children encounter at MSS each day lay a solid foundation for their future academic endeavors.”

That is the sixth volume of the ‘MSS Alumni Interview Series’. Stay tuned and see you next time!