A public-sector Montessori early childhood program in Haverhill benefits our community and supports our youngest citizens by:
- laying an academic foundation that facilitates greater success in future schooling– Montessori materials allow children to develop complex skills in reading, writing, math, science and cultural subjects (science and history) that are not typically taught to children in this age group. Montessori education also facilitates problem-solving, critical thinking, and innovation.
- equipping children with positive social skills– A student-driven and -centered approach supported by lessons in the Montessori curriculum area called “Grace and Courtesy” foster an attitude of social responsibility creating a classroom community that encourages students to act peacefully and respectfully towards themselves, others, and the environment.
- fostering numerous behavioral skills that empower children to overcome adversity and contribute productively– Montessori’s long student-driven work cycle, unique curriculum, and self-correcting materials promote independence, self-direction, patience, concentration, motivation, perseverance and self-confidence.
Understanding the affects of a strong early childhood program on our children and our community
The following excerpts summarize the improvements to both the child and the community when children receive top quality early childhood education:
- In a policy brief commissioned by Ready Nation, Elaine Weiss states that investing in healthy early childhood development–from before birth through age 5–produces substantial educational, social, and financial benefits for children and their communities.
- According to Nobel Prize-winning economist James Heckman, early interventions raise academic achievement, reduce grade repetition and special education costs, prevent teenage births, promote high school graduation and college attendance, and reduce crimes.
- Heckman asserts that effective interventions targeted towards children ages 0 to 5 in disadvantaged environments will improve cognitive and socio-emotional abilities, and that in turn will raise productivity in later schooling and in the workplace.
 Weiss, E. (2011, January). Paying later: The high costs of failing to invest in young children. Retrieved fromhttp://www.readynation.org/uploads/20110124_02311PAESCrimeBriefweb3.pdf
 Heckman, J. and Masterov, D (2007). The productivity argument for investing in young children. National Bureau of Economic Research Working Paper. Retrieved May 8, 2014 from http://www.nber.org/papers/w13016