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

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
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