The Brain-Changing Power of Conversation

Interplay between parents and children ignites the brain and boosts its response to language, spurring lasting literacy skills

For parents, childcare providers, and early educators, new research describes a simple and powerful way to build children’s brains: talk with them, early and often.

A study in Psychological Science shows how conversation — the interplay between a parent or caregiver and a child — ignites the language centers in a child’s brain. It’s the first study to show a relationship between the words children hear at home and the growth of their neural processing capacities — showing, in effect, that how parents talk to their children changes children’s brains.

Don't just talk to your child; talk with your child. The interaction, more than the number of words a child hears, creates measurable changes in the brain and sets the stage for strong literacy skills in school.

This new work — led by Harvard and MIT Ph.D. student Rachel Romeo, with coauthors at both of those institutions and the University of Pennsylvania — builds on what researchers have long known about the connections between “home language environment” and children’s cognitive development, literacy and language growth, and verbal ability.

In the wake of a 1995 study that found a dramatic gap in the number of words heard by high- and low-income children — the so-called 30 million word gap — much attention has been given to efforts to enrich kids’ language exposure. But recent work has added nuance, showing that it’s not so much the quantity of words children hear as the quality that matters.

The new findings replicate that behavioral research on quality over quantity and extend it by showing the effects in the brain. “Specifically, after we equate for socioeconomic status, we find that the sheer number of words spoken by an adult was not related to children's neural processing of language, but that the number of conversational turns was,” says Romeo. “And that neural response, in turn, predicted children's language skills. It really is the quality of language exposure that matters, over and above the quantity of words dumped onto a child.” 

What Parents and Early Educators Should Know

• From infancy, parents should look for chances to have conversations with their child — even if it's just responding to coos or gurgles. 
• Conversational interplay between caregiver and child is enough to transform the biology of kids' brains. The quality of these exchanges is more important than the quantity of words children hear.
• Conversation drives literacy skills and cognitive development across all socioeconomic levels, regardless parents' income or education. It's a powerful, actionable, and simple tool for all parents to use.

The Science

Researchers used highly faithful audio recorders — a system called Language Environment Analysis (known as LENA) — to capture every word spoken or heard by 36 4–6 year olds from various socioeconomic backgrounds over two full days. The recordings were analyzed to measure the number of words spoken by each child, the number of words spoken to each child, and the number of conversational turns — back-and-forth exchanges initiated by either adult or child.

Comparing those measurements with brain scans of the individual children, the analysis found that differences in the number of conversational turns accounted for differences in brain physiology, as well as for differences in language skills including vocabulary, grammar, and verbal reasoning.

Read the MIT News story for a fuller summary of the research. (Authors on the paper include Meredith Rowe of the Harvard Graduate School of Education, whose behavioral work has shown the importance of parent-child interplay; Martin West of HGSE, and senior author John Gabrieli of MIT.)

The Takeaways

The “conversational turns” are key here, the researchers say. Conversational interplay — a verbal version of the serve-and-return caregiving that helps kids thrive — “involves not only a linguistic exchange, but also a social interaction that we know is crucial to cognitive development as well,” Romeo says.

This work suggests how important it is that caregivers “not just talk to your child, but talk with them,” says Romeo. “Even from infancy, we can consider children to be conversational partners. Obviously, a ‘conversation’ looks very different with much younger children: with infants, it might be taking turns exchanging giggles or coos; with toddlers, it might be repeating and expanding their sentences; and with older children, it might be asking ‘who, what, where, and how’ questions.

“Either way, it seems to be the interaction that best supports children's language skills and the underlying neural development.”

"Obviously, a ‘conversation’ looks very different with much younger children: with infants, it might be taking turns exchanging giggles or coos; with toddlers, it might be repeating and expanding their sentences; and with older children, it might be asking ‘who, what, where, and how’ questions. Either way, it seems to be the interaction that best supports children's language skills and the underlying neural development."

Importantly, this research finds effects across all socioeconomic levels. “We found that the brains of children from lower-income families benefitted from conversational interplay just as much as the brains of children from higher income families,” says Gabrieli, the Grover Hermann Professor of Health Sciences and Technology at MIT and an investigator at the McGovern Institute for Brain Research. Conversing often with one’s children is “strikingly helpful” regardless of income and educational background, he says. As Gabrieli told the MIT News Office, “It’s almost magical how parental conversation appears to influence the biological growth of the brain.”

Gabrieli, Rowe, and other researchers are exploring ways to make these findings — and the actionable takeaways about the importance of conversation — accessible to all families. “Part of this is public health communication, but I expect that more direct forms of support will be needed to promote this and help parents change conversational habits,” Gabrieli says. “It is hard for all of us to change any habit."

Gardening with Children: food for the body, mind and soul.

Pin ItFor parents struggling to find ways to encourage their kids to eat a healthy and balanced diet, gardening can be an important tool. Don’t let the idea overwhelm you. Gardening doesn’t require a perfectly level, large or sunny backyard. Try planting in a small raised bed or growing a few edibles in existing landscaping. Lean a trellis against an outside wall to grow beans or other edible vines. If you don’t have a lot of outdoor space, a few containers and soil in a sunny spot can be an easy way to grow herbs or some sweet cherry tomatoes that kids won’t be able to resist. Plants like zucchini, radishes and herbs are fairly easy to grow without a lot of fuss, making them a great return on your investment. The much bigger return is how planting a garden can affect not only your child’s body but also their brain and soul.

How gardening can affect the BRAIN:

There is a myriad of scientific concepts you can discuss with your kids when planting and tending to a garden. One study showed that children who participated in gardening projects scored higher in science achievement than those who did not. The wonder of seeing a garden grow may spark your kids to ask questions like: Why do the plants need sun? How does the plant “drink” water? Why are worms good for the plants? Soon you will be talking about soil composition, photosynthesis and more! Add a little math while gardening by measuring how much plants are growing from week to week or counting the flowers on each plant. Supplement the experience of gardening with books about plants, trips to a botanical garden, or a photo journal of the plants that you are growing.

Once you harvest your produce, think of all the brain-building vitamins, minerals and phytonutrients your kids will be eating and how that will continue to boost brain development. Foods like spinach, garlic and beets (which are all easy to grow) have been show to help with cognitive function and can give your kids an advantage in their growth and development. Even if kids may not love the foods they grow at first, teach them to keep tasting and trying and to train their taste buds to enjoy the bounty of their garden.

How gardening can affect the BODY:

When children participate in gardening, the fruits and vegetables that they are inspired to eat will no doubt have a positive effect on their body. But the act of gardening itself can also promote a healthy body. Kids LOVE to get their hands and feet in the dirt, which can run counter to the modern parenting style of compulsively keeping hands and surfaces cleaned and sanitized. However, consider the “hygiene hypothesis,” a theory that a lack of childhood exposure to germs actually increases a child’s susceptibility to diseases like asthma, allergies and autoimmune conditions by suppressing the development of the immune system. So getting dirty while gardening may actually strengthen a child’s immunity and overall health.

These days all kids could benefit from a little more physical activity and sunshine they’ll get while gardening. Activities like moving soil, carrying a heavy watering can, digging in the dirt and pushing a wheelbarrow can promote gross motor skills and overall strength for a more fit body. Plus, these activities, known as “heavy work,” have been shown to help kids stay calm and focused.

How gardening can affect the SOUL:

In this electronic age, kids need time for meaningful family connection. Time in the garden allows for team building and promotes communication skills. Planning a garden, planting the seeds and watching them grow give kids a sense of purpose and responsibility. Making sure that the plants get enough fertilizer, water and sun fosters mindfulness. The concepts learned while gardening, like composting food scraps for fertilizer or using gathered rainwater, can show kids a deep respect and responsibility for taking care of our planet.

Furthermore, studies show that when children have contact with soil during activities like digging and planting, they have improved moods, better learning experiences and decreased anxiety. Most important, the self-esteem a child gets from eating a perfect cucumber that he grew himself is priceless.

Get out there and grow!

Montessori and Public Education: How is it working?

Dr. Maria Montessori and one of her first students.

While the Montessori Method has been  popular in early education, more and more public charter schools from preschool through high school are adopting Maria Montessori’s philosophies as well. In fact, there are more than 300 public schools in the United States that currently utilize the Montessori Method, and specifically, there are 150 Montessori charter schools.  In an age of standardized tests and intense academic pressure, it seems that a growing group of parents and children are turning towards the Montessori Method. 

What is the Montessori Method?  

In contrast to our traditional education model, the Montessori philosophy is a more holistic, individualized approach that places an emphasis on “following the child.” One-age classrooms are replaced by multi-age environments, and the prevalence of paper and textbooks is largely  traded for multi-sensory educational tools. Instead of adhering to strict lesson plans, children are allowed to select their curriculum, spending as much time as needed in mastering the subject matter.  As public schools certain requirements such as standardized testing and use of some text books are required, but are incorporated into the Montessori curriculum and do not replace it. 

In addition, unlike traditional schools, Montessori schools do not issue report cards with numbers or grades. Progress is not measured through quantified numbers, but rather through a reporting and record keeping system that details observations made throughout the quarter. Rather than seeing an “A” grade for math or a “B” for science, parents of Montessori students will have individualized conferences which, in addition to academic skills, will also address attitude, sense of order, curiosity, concentration, persistence, decision-making skills, and self-discipline. 

While the average private Montessori school will charge anywhere from $5,000 to $20,000 annually for tuition, public Montessori Charter schools  give students the same educational philosophy for free. Like their private counterparts, AMCS  supplements the academic curriculum with music and art classes, Spanish classes and gardening.      

How are Montessori Charter Public Schools Performing?

While every Montessori charter public school is measured by its own state’s standardized tests, research on Montessori student performance is very promising. 

According to the Association Montessori International (AMI), children who learn under the Montessori Method perform  well academically and on standardized tests. In an AMI research study evaluating the progress of 201 Milwaukee public school students who had been educated in Montessori schools from preschool through 5^th grade, the results were  positive. In fact, according to the report’s findings, “…attending a Montessori program from the approximate ages of three to eleven predicts significantly higher mathematics and science standardized test schools in high school.” 

In addition, the research finds that the benefits of a Montessori education extend beyond better science and math scores. In a study that compared inner-city Montessori students with inner-city traditional students, those who attended Montessori schools developed “better social and academic skills” and “superior outcomes” as reported in the academic journal Science. At the kindergarten level, Montessori students obtained better scores in reading and match, displayed more developmentally advanced control and social understanding, as well as played more positively with their peers. At the elementary school level, the Montessori students had a stronger grasp of complex sentence structures and a better understanding of social dilemmas.    

In a study sponsored by the North American Montessori Teachers’ Association (NAMTA), the impact of a Montessori education at the middle school level was substantial in improving the “quality of experience” for the students. Dr. Rathunde compared the perceptions between Montessori middle school students and those enrolled in traditional middle schools, and the Montessori students reported “a significantly better quality of experience in their academic work than did traditional students.” The Montessori students also felt their schools were more positive learning environments that cultivated active learning, rather than passive or rote learning.  

Other research has found that Montessori students enjoy social, emotional, and academic benefits from their education. From demonstrating greater responsibility to a deep enthusiasm for learning, as well as increased abilities to adjust to new situations and utilize life skills, Montessori children appear to be more well-rounded than their traditional school counterparts. 

 The future may certainly see more Montessori-inspired public charter schools  it is no wonder that more and more parents are subscribing to the “follow the child” philosophy.

We at AMCS are dedicated and delighted to provide a true Montessori experience guided by Montessori trained teachers and led by an Association Montessori Internationale trained administration.  Your child's school experience and preparation for their education and life in the future is our mission and our passion.  We welcome your questions and invite you to observe in your child's classroom and see this beautiful work in progress.  Please contact your child's teacher if you would like to share this amazing experience for an hour or an entire day.  

Building a Family Library

Building a Family Library

Having books and magazines available at home for the family to read is very important to the success of your children as they work toward becoming fluent readers.

The family library does not have to be fancy or expensive to provide rich reading experiences.

Here are some questions you may ask as you plan this meaningful addition to your home.

• Where should we set up our library?

 The library should be in a room of the house where all of the family gathers.  This might be the living room or the kitchen.  Space for a small bookshelf, comfortable places to sit and good lighting are all that are necessary.

• How large should our library be? 

It is variety and interest that count, not the number of books.  Think about what interests your children and the adults in the house and add books based on those topics.  Be sure to get the children’s input!   A small collection of books carefully gathered over time is better than many books that go unread.

• How should we display our books?

Open bookshelves are ideal.  These do not have to be expensive and can even be made from painted concrete blocks and boards.

If you are handy you can build some shelves that allow the books to be displayed face out.  Children’s books need to be on the lower shelves and grouped according to topic (animals, transportation, stories, etc.).  Magazine storage boxes are inexpensive and an attractive way to display periodicals

• What kinds of reading materials should we include?

Paperback and hardcover books, magazines, a dictionary,

An atlas, song books, newspapers and even catalogues all have a place in the family library.  Make sure there is something for everyone at every reading level.   Children under age six need books about real places, people and animals instead of fantasy.  Children over six can benefit from small amounts of fantasy such as folk tales and some fairy tales.

• Where can I find these materials?

Of course there are many book stores around the city which offer great variety.  Some more economical sources of good reading materials are garage sales, exchanging o utgrown books with friends, second hand book stores, library book sales, and resale shops.  Consider making it a tradition to give books and magazines for gifts.  Visit the library regularly and display those books along with yours. 

Should I choose my children’s books?

It is best to let them choose, at least part of the time.  You can offer two or three choices when the children are young and gradually allow them more freedom.  For babies and young toddlers choose books that are sturdy such as board books.

Some other thoughts:                  

• If your family is fortunate enough to speak more than one language, be sure to include books in each language.
• Show your children the proper care of books:  hold with two hands, turn pages properly, use a bookmark, don’t write in the books.
• Have a supply of bookmarks in an attractive container easily available and the children will love to pick one out.  Libraries and bookstores often give them out for free.  Also, consider interesting bookmarks as small gifts.  Children love to make their own from beautiful scraps of cardboard, ribbon, dried flowers, stickers, etc.
• Design and use family bookplates which can be made on the computer.
• Add dusting the bookshelves to the list of family chores.  A beautiful feather duster makes this a joy for the youngest child.
• Children may want to make their own books and add those to the family library.
• A nice addition is a family vacation or holiday book with drawings, photos and journal entries.  Each person is encouraged to add their own thoughts and memories.
• Any damage such as small tears or marks should be repaired at once.  If a book is badly damaged or worn, remove it from the library.
• Give your children the message that books are treasures and they will learn to love them.
• Be sure your children see the adults in the family reading and enjoying books, magazines and newspapers.
• Set aside some time each day for reading together.  Talk about what you have read.  Use the tools from the page called Reading with Your Child to make the experience more meaningful and enriching.

Most of all have fun!

Books to Encourage Kindness, Understanding and Courage

A beginning book list to encourage cultural understanding.

Some of these books are most appropriate for children over 6.  These are marked with a *

Tight Times    Barbara Shook Hazen  a story about how a family copes with a loss of job and little money.

The Royal Bee  Frances Park and Ginger Park  The story of a young Korean boy who pursues education in spite of poverty.

I Love Saturdays and Domingos   Alma Flor Ada  A child spans two cultures of his parents with joy and understanding.

Fly Away Home   Eve Bunting  A homeless Father and son live in an airport.  He works as a janitor but cannot afford an apartment.  They manage in spite of the challenges.

Spaghetti in a Hot Dog Bun   Maria Dismondy  Having the courage to be who you are.

I Like Being Me:  Poems for Children about feeling special, appreciating others and getting along. 

Cheyenne Again Eve Bunting  *  A Cheyenne boy is sent to a boarding school and struggles to retain his culture.

Be Good to Eddie Lee  Virginia Fleming  Children learn to appreciate a neighborhood boy who has Down syndrome

One Green Apple  Eve Bunting  A young Muslim immigrant discovers her new school and friends.

Ian's Walk   Laurie Lears  A sister goes on a walk with her autistic brother and learns how wonderful he is

The Lotus Seed   Tatsuro Kiuchi *  Sherry Garland  A story about how a family kept the culture of Vietnam alive through political changes, war and immigration to the United States.

Wangari's Trees of Peace Jeanette Winter  A true story of Nobel Peace Prize winner Wangari Maathai who works to preserve trees and reforest Kenya

Jose Born to Dance    Susanna Reich  A true story of Jose Limon,  who was born to dance and went on to become known around the world.

The Boy Who Harnessed the Wind  William Kamkwamba  The true story of how this fourteen year old boy built windmills from scraps to bring electricity and running water to his village in Malawi.

The Librarian of Basra    Jeanette Winter  A true story of a librarian in Iraq who saved the books from the fires and bombing of war.

The Other Side  Jacqueline Woods  Children on opposite sides of a fence of segregation find friendship and hope.

The Boy on the Porch *   Sharon Creech  A couple takes in an abandoned child and form a family in spite of challenges.

Give your children the gift of real heroes that have contributed to our society with intelligence, courage and dedication:

Keep the Lights Burning Abbie   Peter and Connie Roop  A true story of a courageous girl who keeps the lighthouse working in the face of a terrible storm while her father is away.

Childhood of Famous Americans Series  Dozens of titles about the childhood of scientists, artists writers, presidents and people who changed the world.  A few examples:  Harriet Tubman, Albert Einstein, Dr. Seuss, Helen Keller, John Glenn, Jim Henson.

Rookie Biographies Series  Biographies for young children under 5.  Titles such as Barack Obama, Cesar Chavez, Amelia Earhart, Pocohantas, and many, many more.


These are just a few of the available books.  Also check out the earlier posts on how to build a home library and a book list to begin with.

Why is my child washing tables and cleaning windows at school?

Practical Life: Starting Off Strong

When your child comes home and proudly announces “I washed a table today, or I washed the windows.” naturally we can’t imagine how those activities fit into a school setting.  Montessori is unique in its approach to the social and academic development of the child.

 Practical life is the most important area of the Montessori classroom. Practical life exercises form a basis for all that follows in the classroom and in life.

The exercises are not an end in themselves, that is, their purpose is not “cleaning a table” but are designed as an aide to life and to help the child become an eager and engaged learner.  Practical life leads the child to independence and competence,  both physical and intellectual. It increases concentration, the ability to take a task from start to completion, and reinforces left to right orientation for later academic skills.  Sequencing, concentration and the ability to follow many steps are skills that come from the practical life lessons.   

There are several important points at the base of the practical life work.  Every child has a need to adapt to his culture and environment.  Practical life exercises are everyday activities, which the child may see at home.  Properly prepared and presented they become a bridge between home and school.  The work must be based on reality, for it is only through reality that the child can be secure and become comfortable in his world.  All practical life lessons involve movement as the 3-6 year old needs movement to learn. The four areas of practical life are:  care of the person, care of the environment, grace and courtesy and control of movement.  The child needs opportunities to work in all four segments of practical life.

Another basic need of the child is to develop and coordinate his movements.  In order to reach this goal he must be free to move and to repeat his work.  The child is encouraged to choose work that is interesting.  The teacher observes and presents new lessons to help the students to move forward as they are ready.

The work is in absolute order, color coordinated, without flaws, and perfectly clean at the beginning of each day.  This presentation of beautiful work calls the child to use the materials with care and interest.    Only then can the child benefit from the work.  

Care is taken to use natural materials as much as possible.  Glass, wood, lovely fabrics, pictures and items from nature speak to the soul of the child in a way that artificial materials cannot. We honor the life of the child by bringing beauty into his life.

Every child has an innate need to achieve independence.  This begins at home and continues in the Montessori classroom. Practical life exercise develop a strong independence that the child can care for himself, the classroom and to be socially adept.

Every child has a need for order, especially in the 3-6 age group.  Order in the environment creates order in the mind.  Order is essential for logical thought so all practical life work is based on order with sequence.  Materials are set out in order of use, from left to right.  The work is always in the same place in the environment.

Other basic needs of all children are movement and repetition to achieve perfection.  All practical life exercises allow for activity and repetition.  The child learns that repetition (practice) results in perfecting the activity.  This skill is essential as the student moves into academic work.

There are four types of lessons in the practical life environment:

1.    Preliminary exercises:  this work prepares the child for life in the class by giving the skills to use in the following lessons.

2.    Exercises for control of movement:  This work involves the whole body.  For example, washing a table requires setting out the work, filling, carrying and emptying a pitcher, controlling the soap suds, sponging off the soap and drying the table then cleaning and replacing the activity to the shelf.  Great concentration and control is developed as the child practices this, and all the other practical life work.

3.    Exercises for movement of hands.  This work always progresses from very simple to complex.  For example the dressing frames are presented easiest (large buttons) to most complex (pinning).  These activities create independence, focus and the ability to stay with a difficult task, all skills that will be required as the child begins to read, write and do math. These lessons also prepare the hand for writing.

4.    Exercises for control of movement:  this work is a point of arrival for the child.  Self control is necessary for success in school and life.  These lessons give the child the tools needed for this important growth.

Montessori teachers give lessons in a quiet, consistent manner are always observant of the child and focus on him as a whole being with mind and body growing together.  The teacher’s delight in the practical life area of the Montessori classroom will results in children who are comfortable in the classroom, are growing toward independence, have a strong sense of order and are cooperative members of the school community.  Without this essential base, the work of the child cannot go forward. 

 True self esteem does not come from praise but from meaningful work done with a sense of joy and purpose.   

Our own attitude toward work is important as we model the qualities we hope to see in children.  Now that you understand the importance of washing, folding, cleaning windows, feeding the birds, washing cloths, preparing snack and all the other wonderful practical life lessons you can respond with joy when your child replies:  “Oh, I washed a table today.”

Want to Know More About Montessori:? A short book list

As your children begin their Montessori journey at AMCS you may want to know more about this proven and effective way to educate them for a successful life.

Here is a short list of books that you may enjoy.  Most are available on Amazon and some are available at public libraries.  

Child of the World: Montessori, Global Education for Age 3-12+

Susan Mayclin Stephenson 

An easy to read introduction to Montessori, filled with insight and beautiful illustrations

The Joyful Child: Montessori, Global Wisdom for Birth to Three

Susan Mayclin Stephenson

A companion book to Child of the World 

Maria Montessori: Her Life and Work

E.M. Standing

 Part biography and part exposition of her ideas, this engaging book reveals through her letters and personal diaries Maria Montessori's humility and delight in the success of her educational experiments and is an ideal introduction to the principals and practices of the greatest educational pioneer of the 20th century. 

The Discovery of the Child

Maria Montessori 

Montessori developed a new way of knowing and loving a child. In THE DISCOVERY OF THE CHILD, she describes the nature of the child and her method of working more fully with the child's urge to learn. With 16 pages of photographs.

Look for an expanded book list in the weeks to come.  I welcome your comments and questions on your reading or Montessori and parenting.