Category Archives: Montessori Philosophy

Montessori Around the World

Last spring, Montessori education made international headlines when the United Kingdom’s Prince George was enrolled at a Montessori school in England. George’s family has a history with Montessori education; his late grandmother, Princess Diana, worked in a Montessori school as a young woman. Diana later sent her sons, Prince William and Prince Harry, to Montessori schools. Royalty aside, the Montessori approach has stretched across continents since Dr. Montessori first entered the classroom at Casa dei Bambini in Rome in 1907. We’d like to share with you a little bit of the story about how the Montessori philosophy made its way around the globe.

The Beginnings of the Montessori Method in Italy

The Montessori Method was born in Italy when Dr. Maria Montessori, one of the first Italian female medical school graduates, turned her interest to the field of education. Intrigued by her observations of children, Dr. Montessori began developing specialized materials to facilitate the children’s natural tendencies to explore and their desire to do things for themselves. She also worked extensively with teachers at training institutes, eventually conducting her own Montessori teacher training sessions, using the materials she developed to help teachers reach a wide range of students and promote their independent learning and growth.

The Spread of the Montessori Philosophy

After the publication of Dr. Montessori’s books The Montessori Method and Pedagogical Anthropology, the Montessori message spread beyond Italy and into England, France, Spain, Switzerland, Argentina, and the United States. Some schools adapted Dr. Montessori’s methods into their existing curricula, while other schools were being created specifically to follow the approach Dr. Montessori outlined in her books. International teacher training sessions were well attended, as more educators wanted to bring this innovative and effective approach to children in their home countries.

Due to political turmoil and the breakout of war in Europe in the 1930s and 1940s, Maria Montessori lived as a political refugee in many different countries, including Spain, the United Kingdom, and the Netherlands. During this time, she continued to travel widely, giving lectures about her philosophy and peace education.

Maria Montessori passed away in the Netherlands in 1953, where the Association Montessori Internationale (AMI), established by Dr. Montessori, remains headquartered. This is significant because the Netherlands is a country known for its culture of tolerance and its support of education. After her death, Dr. Montessori’s son, Mario, carried on his mother’s legacy, enlightening educators about the Montessori Method throughout the world.

Montessori in the United States

Some of Montessori’s earliest supporters in the United States included the likes of Alexander Graham Bell and Margaret Woodrow Wilson, daughter of the President. However, her philosophy didn’t truly strike a chord in the world of American education until the 1960s when Nancy McCormick Rambusch returned to the United States after being trained under the guidance of Mario Montessori in Europe. With Mario’s support, she later founded the American Montessori Society (AMS). A resurgence of interest in Montessori education was cultivated, and new Montessori schools began to crop up throughout the country. Today, AMS oversees thousands of schools in the United States. Montessori schools that are affiliated with AMS are held accountable for upholding the classroom standards set forth by Dr. Montessori.

Montessori Around the World Today

Today, approximately 20,000 Montessori schools serve children from birth through 18 years of age. The Montessori Method, with over 100 years of practice, is recognized worldwide as an educational approach that helps children achieve their fullest potential. Montessori schools are often the first educational choice for immigrant and expatriate families because of the international recognition of the Montessori philosophy. The Montessori Children’s Academy (MCA) has certainly experienced this phenomenon in recent years.

MCA’s International Community

MCA’s school community reflects the international acceptance of the Montessori philosophy. Our area is culturally diverse in part because of the many international companies headquartered here. When international families relocate, they have a desire to enroll their children in Montessori schools because the philosophy is already familiar to them. In addition to the many MCA families born and raised here in America, our schools include families from Germany, the United Kingdom, Sweden, India, Pakistan, China, and Australia. Due to this diversity, a celebration such as the International Day of Peace becomes even more meaningful. Diversity also allows our students to expand their knowledge of different cultures and traditions, which we believe will encourage them to grow into tolerant, responsible, and informed global citizens.

Notes and sources for this post:

Association Montessori Internationale (AMI). Timeline of Maria Montessori’s Life. AMI, 2016.
American Montessori Society (AMS). AMS & the Montessori Movement. AMS, 2016.
American Montessori Society (AMS). Maria Montessori Biography. AMS, 2016.
For a brief biography of Dr. Montessori, watch the BBC’s “Extraordinary Women” Episode 13 on YouTube at https://www.youtube.com/watch?v=1Kuv0766wz8.

The Montessori Children’s Academy is an AMS member school and the Montessori Center for Teacher Development is our Teacher Education Program that is fully affiliated by AMS and accredited by the Montessori Accreditation Council for Teacher Education (MACTE).

Sing for Peace!: International Day of Peace Celebration 2016

September 21^st may not be a date you recognize, but around the world and in our Montessori community, we look forward to celebrating the International Day of Peace on this day. Established by the United Nations in 1981, the International Day of Peace began as a way to promote a time for people worldwide to “honour a cessation of hostilities…and to otherwise commemorate the Day through education and public awareness on issues related to peace” ().

The UN’s theme for the International Day of Peace this year is “The Sustainable Development Goals: Building Blocks for Peace”. Youth from around the world have been invited to share via YouTube their video messages of peace with ideas related to this year’s theme. Solutions related to ending poverty and helping the environment are evident in the concerns of today’s youth. The videos can be viewed on the United Nations Peace Day 2016 YouTube Channel, and they include brief messages from young people representing many different nations.

To do our part to celebrate this special occasion, The Montessori Children’s Academy (MCA) plans to take part in a variety of activities leading up to September 21^st. Each class will choose its own special way to celebrate. Some will be reading books about peace, making peacemaker necklaces, or learning how to say ‘peace’ in different languages, while others will recite peace poems or decorate symbols of peace. Then, on the big day, we will all participate in a worldwide event called Sing Peace Around the World. The goal of the project organizers is to have the song “Light a Candle for Peace” sung continuously over a 24 hour time period all around the globe. The singing will begin in New Zealand and end in Hawaii 24 hours later. Our designated time to sing “Light a Candle for Peace” in Chatham, Morristown, and Short Hills is 9:30AM. Please consider joining the endeavor–wherever you are at that time, take out the lyrics and sing along! To date, nearly 90,000 children from around the world are registered to participate in this event, including all of our MCA students. We hope the sounds of children singing for peace will echo across every land on every continent, and that it will reach into the hearts of all people in every corner of the world.

Of course, peace education and awareness is not something MCA recognizes only for one day or by singing just one song. It is an important component of the Montessori curriculum and an integral part of each and every day in all of our schools. Everything you find in a Montessori classroom has an intentional meaning and an underlying lesson and goal. For example, the manner in which Montessori classrooms are prepared aim to promote the development of self-discipline. The Montessori materials are designed to provide students with challenges that spark their critical thinking. There are countless opportunities in Montessori classrooms for creative problem solving. Montessori students are exposed to Cultural Studies, where they learn about people, places, and traditions from around the world, gaining a global awareness and appreciation for similarities and differences among people in all nations. The focus on ‘grace and courtesy’, as well as the modeling of respect by the adults in the classroom, helps children to, in turn, learn to exhibit grace, courtesy, and respect. These are all intentional features which are carefully woven into the fabric of Montessori education. Dr. Montessori developed her method of education to teach not only academic subjects, but also to instill important values in children. Montessori education is intended to help students learn how to work cooperatively and in harmony, to discover how to solve problems peacefully, and to find ways to promote peace in their interactions with others throughout their lives.

As Dr. Montessori said, “The child is capable of developing and giving us tangible proof of the possibility of a better humanity. He has shown us the true process of construction of the human being. We have seen children totally change as they acquire a love for things and as their sense of order, discipline, and self-control develops within them…. The child is both a hope and a promise for mankind” (Education and Peace). Maria Montessori knew the importance of education for the greater good of the world, and she insisted on providing children with many opportunities to learn and internalize their roles as peacemakers through educational experiences, which encompassed not only academics, but the development of responsibility and character as well. As she is well known to have stated, “Establishing lasting peace is the work of education; all politics can do is keep us out of war.” Dr. Montessori was nominated three times for the Nobel Peace Prize, and her advocacy for peace has made a lasting impression. We are proud to uphold her legacy for spreading peace throughout the world.

Below are the lyrics to “Light a Candle for Peace”.

Please feel free to share the song with others, and help us to promote peace in our schools, our neighborhoods, our towns, our nation, and all around the world. We wish everyone a meaningful International Day of Peace!

Light a Candle for Peace
by Shelley Murley

Light a candle for peace
Light a candle for love
Light a candle that shines all the way around the world
Light a candle for me
Light a candle for you
That our wish for world peace
Will one day come true!
(repeat)

Sing peace around the world
Sing peace around the world
Sing peace around the world
Sing peace around the world

For more information about Montessori peace education and other peace initiatives, as well as to find children’s books about peace, check out the resources listed below, some of which were used as references in this article:

Duckworth, C. (2008). Maria Montessori’s contribution to peace education. In Encyclopedia of Peace Education. http://www.tc.edu/centers/epe/

Montessori, Maria. (1992; first published 1949). Education and Peace (The Clio Montessori Series). Santa Barbara: ABC-CLIO.

Wolf, Aline D. (1996). Nurturing the Spirit: In Non-Sectarian Classrooms. Santa Rosa: Parent Child Press, Inc.

www.childpeacebooks.org

www.singpeacearoundtheworld.com

www.un.org/en/events/peaceday

The Prepared Environment

Be prepared! This is the motto for scouting organizations worldwide. Maria Montessori would have a said “Si Preparato!” in her native Italian tongue. And this is the message that Dr. Montessori shared with educators as she created her Casa di Bambini for the children she first taught. Providing a carefully prepared environment, in addition to well-prepared teachers, is the tradition Montessori schools uphold today and remains one of the essential elements that makes this method of education successful for the millions of Montessori students worldwide.

Dr. Montessori believed that the school environment best served children if it was welcoming and felt like a home. Casa di Bambini literally translates to ‘house for children’, and her school was designed with the needs of the children at the forefront. In his biography of Dr. Montessori, Maria Montessori: Her Life and Work, E. M. Standing tells us that “…realizing the peculiarly absorbent nature of the child’s mind, she has prepared for him a special environment; and, then, placing the child within it, has given him the freedom to live in it, absorbing what he finds there” (p.265). The environment provides the framework that allows the children’s curiosity, confidence, and spontaneous learning to unfold. It is central to Montessori education, and the environment is the first thing which makes an impact not only on Montessori students, but on visitors to Montessori schools, as well.

Walking into a classroom at The Montessori Children’s Academy (MCA), the first comment from guests touring the school is often to say how beautiful it is. It is a carefully prepared, beautiful, organized environment filled with an abundance of the highest quality Montessori materials. The natural wooden shelves display an array of neatly arranged, attractive materials. The shelves and materials are organized by area of study, including Math, Cultural Subjects, Language, Sensorial, and Practical Life. The child-sized furniture is carefully placed to promote both independent work spaces, as well as places where children may sit together to work and socialize. There is a cozy place to read, a well-lit area to create artwork at an easel, and plenty of opportunity for controlled movement throughout the room.

Every component of the Montessori classroom has a purpose. The unique materials created by Dr. Montessori grow with the children through various stages of development, as the children are ready to proceed. The classroom and materials are organized carefully and in sequential order, providing another aspect to the children’s development and learning. Materials of advancing degrees are placed left to right and top to bottom, just as we read text from left to right and top to bottom. Children are taught from the start where each particular material belongs, and they learn to return each item to its proper place after they are finished using it. This keeps things predictable for the children, and they know where to go to find what they need very quickly.

The environment and the materials within it provide the children with choices, and they allow the children to experiment and to learn with their special ‘control of error’. If a child doesn’t carry the material carefully from the shelf to the table or workspace on the floor, it may spill. There is no punishment involved in that—instead the child learns how to clean it up and put it back in order. Similarly, Dr. Montessori’s materials are created as ‘self-correcting’. The child will easily see whether or not he or she has used them in an appropriate fashion, and the child will learn inherently from his or her mistakes. This is incredibly careful preparation, and it allows children to take on challenges without feeling fear of failure. Instead, the environment promotes positive risk-taking and fosters innate encouragement for the child to succeed through his or her repeated experiences with the materials.

In addition to the academic materials, careful consideration is taken in placing furniture, decorations, and other components of the classroom. Montessori classrooms allow children to work at tables or on the floor. The furniture and shelves are arranged with purpose to allow children to navigate their way around the classroom and to practice “grace and courtesy” and self-control. Artwork is placed at the children’s eye-level, not the adults, because after all, the classroom is for the children. Generally, the artwork displayed is that of well-known artists, and it reflects the best examples of a variety of types of art or enhances a current class study of a particular artist. Living plants not only bring elements of nature into the classroom, but they also provide the children with the opportunity to learn responsibility for their care. Montessori classrooms usually contain a Peace Table (or Peace Area) where children may sit and meditate over natural objects, forming designs in a sand tray, building a small tower with smooth stones, or looking at symbols of peace, such as a wooden carving of a dove.

This beautiful, carefully prepared environment is an outward, physical example of the beautiful, carefully prepared education Montessori students receive. Montessori teachers prepare their classrooms with the knowledge that children respond to beauty and order. Of course, the final element to the prepared environment is the prepared Montessori teacher or guide who has created this place where children can feel at home, feel secure in taking risks, feel challenged, and are excited about learning each and every day.

In her book Education and Peace, Dr. Montessori said, “There is a constant interaction between the individual and the environment. The use of things shapes man, and man shapes things. This reciprocal sharing is a manifestation of man’s love for his surroundings. Harmonious interaction – when it exists, as in the child, represents the normal relationship that should exist between the individual and his surroundings. And this relationship is one of love.” (p.57) At the Montessori Children’s Academy, the teachers and children all share in a deep love of learning as they continue their Montessori journey together each day, prepared for a variety of daily adventures in their beautifully, carefully prepared Montessori environment.

School Is In Session for MCTD’s Adult Learners

By: Hannah Ferris with Doreen Adamo and Bernadette Fasolas

The summer months are filled with activity at The Montessori Children’s Academy (MCA). We are busy running our MCA Summer Camp, preparing our classrooms for the upcoming school year, and our Teacher Education Program, Montessori Center for Teacher Development (MCTD), is hosting our third cohort of enthusiastic Adult Learners.

Montessori Center for Teacher Development, which is one of the seven subsidiaries of The Montessori Children’s Academy’s family of schools and services, was founded in 2014 and is one of just three Montessori Teacher Education Programs in the state of New Jersey. MCTD operates out of the Morristown campus of MCA and is led by Program Director Doreen Adamo and Assistant Program Director Bernadette Fasolas. Mrs. Adamo and Mrs. Fasolas are also Head Teachers at MCA during the school year that bonded over their own shared Montessori training experience years ago. Together with the rest of the talented and experienced MCTD staff and guest lecturers, they are excited about sharing their passion for the Montessori Method with future generations of Montessori teachers. MCTD’s Early Childhood Teacher Education Program is affiliated by the American Montessori Society (AMS) and fully accredited by the Montessori Accreditation Council for Teacher Education (MACTE), and works closely with both to develop and deliver the highest quality education for future Montessori teachers. Upon successful completion of the program, the Adult Learners will receive Montessori Early Childhood Certification through AMS, permitting them to become Head Teachers at Montessori schools throughout the US.

In addition to our Early Childhood Teacher Education Program, MCTD is happy to announce a new Early Childhood Assistant Teacher Training Program that will be offered later this summer,.

Early Childhood Teacher Education Program

MCTD’s Early Childhood Program is affiliated by the American Montessori Society and fully accredited by the Montessori Accreditation Council for Teacher Education. This program is for Adult Learners seeking certification that would allow them to become Head Teachers in a Montessori Early Childhood environment. Recent Adult Learners have come from diverse backgrounds to gain additional certification in the field of education, to re-enter the workforce, or to completely change careers.

The Early Childhood Teacher Education Program begins each summer with Academic Phase I. This involves a four-week, intensive session with courses in Child Development and Montessori Philosophy, as well as Practical Life and Sensorial curricula. Academic Phase II begins in September of the same year, as the Adult Learners reconvene for evening and weekend courses in Math, Language, and Cultural Studies (Science, History, Geography, Art, and Music). Throughout both phases, the Adult Learners participate in Student Teaching Seminars that are aimed at preparing them for a Montessori school setting during the Practicum Phase of their training. These Seminars include Parent Involvement, Classroom Management, Observation, and School Administration.

To begin the second year of the Early Childhood Teacher Education Program, the Practicum Phase, the Adult Learners seek an Internship in a Montessori school to fulfill the requirement for student-teaching hours. Gaining practical experience in a classroom alongside an AMS Montessori-certified Head Teacher is a perfect example of the “learning by doing” principle set forth by Dr. Montessori.

Some of MCTD’s current Adult Learners are looking forward to beginning the Practicum Phase in September, while others will continue to work through Academic Phase II. All are looking forward to the next steps in their Montessori journeys.

The 2017-2019 Early Childhood Teacher Education Program is currently accepting applications on a rolling basis. Open Houses will be held in January, February, and March of 2017.

Early Childhood Assistant Teacher Training Program

This summer, MCTD expanded its course catalog to include our Early Childhood Assistant Teacher Training Program. This program is designed for individuals currently employed as Assistant Teachers who are looking to expand their knowledge or for those interested in gaining employment as Assistant Teachers in a Montessori environment. MCTD holds the belief that a more thorough understanding of the Montessori Philosophy will allow Assistant Teachers to flourish in the classroom. This new program gives a foundational overview of the Montessori Philosophy and the basic curriculum areas of a Montessori classroom, with both lectures and hands-on experiences.

Two “Modules” are being offered for the Early Childhood Assistant Teacher Training Program. Module I includes two days of classroom instruction on the Montessori Method and Philosophy. Module II includes three days of training on the materials used in the Practical Life, Sensorial, Language, Math, and Cultural areas of the classroom. Adult Learners have the option of taking either Module I or Modules I & II. (Module I is a prerequisite for Module II.)

Montessori classrooms, especially Early Childhood classrooms, are incredibly busy places. There is not always ample time, especially at the beginning of the school year, for a new Assistant Teacher to learn the ropes from his or her Head Teacher. MCTD recognizes this gap in teacher education and has designed this new program as a stepping stone into the world of Montessori. MCTD is excited to be welcoming Adult Learners into our new program this summer and hopes that it will inspire some of the current Assistant Teachers to become AMS certified Montessori teachers in the future.

MCTD is currently accepting registrations for the Early Childhood Assistant Teacher Training Program. The program will run from August 15-19, 2016. For more information and to register, please visit: http://www.MontessoriCenterForTeacherDevelopment.com/AsstTeacherTraining.html.

Lunchtime for the Adult Learners

I recently asked Doreen Adamo and Bernadette Fasolas (MCTD’s Program Director and Assistant Director) to share their favorite things about leading MCTD. They fondly reminisced about their own experiences as Adult Learners during their training years and then pointed me in the direction of the MCTD lunchroom. The MCTD Adult Learners studying this summer in Academic Phase I were preparing to share a meal. Once a week, a self-selected student takes her turn in preparing a family-style lunch for her classmates. They began this little tradition after bonding over their love of trying different cultures’ cuisines. This summer, they have already experienced a variety of loving prepared meals including homemade Sri Lankan curry. The most recent menu item was a colorful, fresh veggie and pasta salad. They are also eager for this cohort’s exceptional baker to take her turn to participate in this new tradition!

The current Adult Learners have more than just adventurous eating in common; they have bonded over their desire to work with children, their previous work experiences, and their varied life journeys. Their friendships are just beginning, and given the lasting friendship between Doreen and Bernadette, which was formed during their own Montessori training, it is likely that these, too, may last for many years to come. Moreover, these friendships formed during MCTD’s Teacher Education Program are complemented by the common passion of carrying on Dr. Maria Montessori’s legacy. Both MCTD and MCA is delighted to support this current cohort of Adult Learners as their Montessori journey begins.

For more information about MCTD’s programs, please visit http://www.MontessoriCenterForTeacherDevelopment.com/ or contact Doreen Adamo, Program Director at MC4TD@aol.com.

MCA Book Club Inspires Summer Reading List

By: Alex Chiu

In the fall of this past school year, The Montessori Children’s Academy (MCA) was proud to host Dr. Eileen Kennedy-Moore as a guest speaker for a Speaker Series event. Dr. Kennedy-Moore shared her professional insights on a variety of parenting topics, balanced with her own honest experiences as a mother of four. She was an engaging speaker, and she enlightened everyone who attended this special event. Her focus on the topics in her book Smart Parenting for Smart Kids stirred up lively conversation. The book, which is filled with vignettes and strategies for raising smart kids who will become healthy, happy, and independent adults, raised a great deal of interest and intrigue among the audience members.

In order to keep the conversations going, MCA sponsored a Parent Book Club featuring Smart Parenting for Smart Kids in the spring of 2016. Twenty parents from all three MCA campuses participated in the six weekly sessions, with each week zeroing in a different topic of discussion taken from sections of the selected book. A Head Teacher at each campus guided the conversations where parents exchanged personal experiences about the challenges of parenting, asked questions, and bonded over the content of the conversation.

The Book Club provided a platform for delving into a variety of issues that were commonly experienced by members of the group, and together, using the book as a guide, they brainstormed methods for better understanding and helping their children. Certainly this was the common denominator for the group – all parents seek new techniques for working with their children as they grow up.

We reached out to Dr. Kennedy-Moore and invited her to share some background information about why she wrote Smart Parenting for Smart Kids. She shared the following:

“One of the comments that my co-author, Mark Lowenthal, and I hear a lot from parents in our practices is “My kid is smart, but…” The “but” could be that their children get very upset when they make mistakes, or they have trouble getting along with other kids, or they constantly argue with adults… These parents know that their children are bright, but they worry because they also know that it takes more than school smarts to create a satisfying life…

This book is about helping children develop inner strength and outward empathy. The world tells bright children that their performance matters; they need us, their parents, to tell them that they are much more than the sum of their accomplishments. They need to know that we love them for their kindness, curiosity, imagination, determination, and sense of fun. Qualities like these aren’t necessarily impressive, but they matter deeply.”

MCA’s Director of Montessori Development, Camilla Nichols-Uhler, added that many of the tenets in Dr. Kennedy-Moore’s book complement Montessori education, making this book choice something which dovetails with what our parents are learning about how their children work within a prepared Montessori environment. She explains:

“In Montessori classrooms, teachers guide the children to develop solutions to challenges and problems in a practical way while at the same time gaining self-confidence. Children find ways to be successful working independently and in groups through each stage of their development and throughout their Montessori education. The focus is not just on academics, but also on developing the whole child. Smart Parenting for Smart Kids and the Montessori philosophy share the value of nurturing the whole child. Parents learn how to lay the best foundation at home just as we lay the foundation for our students’ academic, social, and emotional growth while at MCA.”

Our Book Club facilitators and parent participants enjoyed Dr. Kennedy-Moore’s book and the discussions about positive parenting that ensued at the club meetings.

Mrs. Gallo, one of the club facilitators, shared her experience with us:

“I thoroughly enjoyed hosting the MCA Book Club. The parents were great and really positive and supportive of each other. We had five parents and most were able to attend the entire series. We typically started out with the chapter topic, but often parents had parenting issues that they wanted to talk about. The biggest takeaway from the series was tuning into the child by reflecting what the child is saying. This enables the child to know that you heard him or her and allows the parent to slow down and focus on the child. I think a forum for parents to come together and discuss parenting concerns is so needed… All-in-all it was a positive experience…”

With so many challenges facing parents and children today, having a place where people can come together to exchange ideas and glean insights from experts and peers can alleviate some of the stress of parenting. It can also foster feelings of confidence when parents realize that they are not alone and that there are people and resources out there to support them in their efforts to be the best parents that they can be. As the saying goes, “It takes a village.”

A parent participating in our Book Club commented:

“The Book Club offered me an opportunity to pause and reflect on some of the struggles I face as a parent in addressing my children’s needs. I found it helpful to hear other parents’ experiences and to discuss strategies with them…. I enjoyed participating in the Book Club and found it helpful, overall.”

We were thrilled by the positive response to our inaugural Parent Book Club and are looking forward to hosting another in the 2016-2017 school year. Stay tuned to learn when it will be held and which book will be the focus for the next set of meetings! If you were unable to be a part of our Parent Book Club this year, we recommend that you add Smart Parenting for Smart Kids to your summer reading list. And while you’re at it… Here are some other titles you may want to check out while traveling, lounging poolside, or just taking a lemonade break in your backyard:

Montessori Madness!: A Parent to Parent Argument for Montessori Education, Trevor Eissler
The Childhood Roots of Adult Happiness: Five Steps to Help Kids Create and Sustain Lifelong Joy, Edward Hallowell, MD
The Big Book of Parenting Solutions, Michele Borba, Ed.D.
Getting It Right with Children, Madelyn Swift
Montessori: The Science Behind the Genius, Angeline Stoll Lillard
Parents Do Make a Difference, Michele Borba, Ed.D.
The Pressured Child, Michael Thompson, Ph.D.
Raising a Self-Disciplined Child, Roberts Brooks, Ph.D. and Sam Goldstein, Ph.D.
Building Moral Intelligence, Michele Borba, Ed.D.
Generation Text, Michael Osit, Ph.D.