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

UST McNair Scholars Program Research Journal
did not gain prominence again until the 1950s and 1960s
when a greater emphasis was placed on academically
focused early childhood education (Follari, 2007; Gutek,
2011). This growing popularity sparked the establishment
of the American Montessori Society in 1960, which
provides an Americanized version of some of Montessori’s
methods (Gutek, 2011). In America, a rise in interest
regarding Montessori’s work was seen again in the 1980s,
and curiosity is peaking today (Follari, 2007; Murray &
Peyton, 2008). The American Montessori Society reports
there are roughly 4000 Montessori schools currently in
America, though their adherence to Montessori’s original
methods vary (2011; Follari, 2007). Substantial portions
of these schools are private, allowing access to the
Montessori education for a limited group only (Gutek,
2011). However, a growing public interest has resulted in
a greater number of public Montessori schools in the recent
past (Gutek, 2011).
THE BLOSSOMING CHILD: MARIA MONTESSORI’S THEORY OF
DEVELOPMENT
The theories of development that form Maria
Montessori’s educational approach were built on close
observation of the developing child (Cossentino &
Whitcomb, 2007). Montessori’s developmental theory
gives validity to her emphasis of early childhood education
(Gutek, 2011).
Montessori’s theory consists of four different planes, or
stages, of development. The planes track growth from the
most basic reflexive motor skills through concrete and
abstract thinking (Cossentino & Whitcomb, 2007). Each
plane is accompanied by specific concepts of the child’s
development during the identified period and learning
which must take place during that time (Cossentino &
Whitcomb, 2007; Gutek, 2004). The planes run in 6 year
cycles beginning at birth: birth through age 6, age 6
through 12, age 12 through 18, and age 18 through 24,
each running smoothly into the next (Cossentino &
Whitcomb, 2007; Gutek, 2004). Additionally, some
planes are divided into two sub-planes to further specify
developmental progress and needs at the appropriate times
(Cossentino & Whitcomb, 2007).
Within each plane Montessori designated “sensitive
periods” (Gutek, 2011). A sensitive period is a stage at
which a child is ready to learn or master a certain skill or
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concept that will prepare the child for further learning
(Follari, 2007; Gutek, 2004). During sensitive periods
children experience intellectual, social, and moral
awakenings, making sensitive periods especially important
during the first plane (Cossentino & Whitcomb, 2007).
The role of the adult is to provide the proper stimulation
needed during each sensitive period to produce optimal
awakening (Cossentino & Whitcomb, 2007). Montessori
emphasized the importance of the adult adjusting to the
child’s needs in order to maximize development and
learning (Follari, 2007).
Montessori dubbed the first stage, between birth and
age 6, as that of the “absorbent mind” (Gutek, 2011).
During this period, children absorb information from the
environment through their senses (Gutek, 2011). Children
absorb information and gain knowledge by exploring,
constructing concepts of reality, beginning to use language
and take on their culture (Cossentino & Whitcomb, 2007).
This time period is essential in developing their sensory
and motor skills (Cossentino & Whitcomb, 2007). The
latter three years of the first plane are critical in developing
cognitive skills and beginning the processes of socialization
and acculturation (Gutek, 2011). Montessori’s theory of
the absorbent mind is a foundational piece of her
educational theory; ages 3 through 6 are vital in creating a
strong foundation for further growth (Follari, 2007).
During the second plane, ages 6 through 12, children
expand upon the knowledge they gained during their first
six years (Cossentino & Whitcomb, 2007). The second
plane comes with a greater sense of understanding
relationships between a part and the whole (Cossentino and
Whitcomb, 2007). This period allows time for children to
reinforce and master the skills and concepts introduced and
absorbed during the first plane (Cossentino & Whitcomb,
2007). A greater emphasis is placed on organization of
tasks and deliberate work during the second plane of
development (Cossentino & Whitcomb, 2007). Plane three
involves reaching maturity (Cossentino & Whitcomb,
2007). During this plane, less sensory learning takes place,
as children in plane three develop a broader understanding
of social and economic roles and determine their place in
society (Cossentino & Whitcomb, 2007).