dr. ronald e. mcnair acknowledgements - University of St. Thomas

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UST McNair Scholars Program Research Journal 18 Quasi-Statistics on mattering More attention to life quality
ABSTRACT Early childhood education is critical to support healthy child development, promote educational equity, and prepare an educated, economically productive, and civically engaged populace. The goal of this project is to explore possibilities for enhancing early childhood education for low-income children by incorporating key principles and practices of the Montessori education within Head Start programs. Head Start is the primary source of early childhood education for low-income children. The Montessori method, accepted worldwide as a premier approach to early childhood education, is rarely seen within Head Start classrooms. Studies exploring the integration of these two approaches to early childhood education are almost non-existent. This project summarizes Maria Montessori’s theory of development, educational philosophy, and educational methods as well as the history and common practices of the Head Start program. Research on the effectiveness of each method is discussed. Recommendations are made for the incorporation of Montessori practices within Head Start classrooms based on exploration of the two approaches, as well as consultation with the director of a Montessori training center and school and an educational coordinator of a Head Start program. Nearly 42 percent of America’s children are low-income (National Center for Child Poverty, 2010). It is absolutely crucial to provide quality early childhood education to all children, but especially low-income children to ensure they have the skills necessary to succeed. Quality education is necessary to support each child in reaching his or her full potential. Children from lowincome backgrounds are often at a disadvantage in life, but quality early childhood education can provide children the foundation they need to thrive. The continual review of common approaches to early childhood education provides opportunities to enhance it, thus enhancing the educational opportunities available to America’s children. Extensive research points to the necessity of quality early childhood education for all children (Follari, 2007). Research suggests the importance of early childhood education by confirming the key to learning lies in educating children from a very early age (Shore, 2009). The brain develops faster between conception and age five than any other point in a person’s lifetime, making it the most important time to lay a strong educational foundation (Shore, 2009). Ensuring a well educated and economically productive society hinges on providing quality early childhood education for all children. Clues for closing the gap in achievement among children of various backgrounds also lie in the stages of brain development. Varying levels of achievement, be it high school graduation rates, test scores, literacy rates or any other measure of educational success exist among children of different races and socioeconomic statuses. Birth through age five is a crucial time to begin formal education due to the large amount of brain development taking place during this period. Access to quality education is especially important for children who are not exposed to a stimulating environment at home (Shore, 2009). In order for all children to achieve their potential, they must have access to early childhood education that provides a strong cognitive foundation for additional learning to be built upon. ENHANCING EARLY CHILDHOOD EDUCATION FOR LOW- INCOME CHILDREN: EXPLORING POSSIBILITIES FOR INCORPORATING MONTESSORI METHODS WITHIN THE HEAD START PROGRAM Kesha Berg ’13 University of St. Thomas Mentor Ruthanne Kurth-Schai, Ph.D. Professor of Educational Studies Macalester College 19
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APPENDIX B INTERVIEW QUESTIONS Back
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