In the first year, the progress made by the children comfortably exceeded our expectations! Formal end-of-year tests indicated that the children had surpassed the norm in phonological awareness, comprehension of number and accuracy of hand-eye coordination and that they had spectacularly improved their short-term memory. By the end of the school year, all the second-year children (aged 4) were at least one year (or even two years) ahead of the normal reading level. Meanwhile, the families soon noticed that their children were better able to concentrate, were more autonomous, interacted more harmoniously with others, had better self-discipline and had an overwhelming urge to go to school, even when they were sick!
The second year of experimentation was richly rewarding! The class included all three nursery school ages (aged 3, 4 and 5) and so we were able to observe the extent to which the age mix served as a catalyst for social and moral development. The children developed significant interactive skills and also gained increasing pleasure from learning both on their own and with others.