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

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UST McNair Scholars Program Research Journal means that children also must be free from dependence on adults (Gutek, 2011). Interacting with an environment brings about full development as a human being, including moral growth, greater willpower, self-discipline, and selfesteem (Gutek, 2011). Based on her theory of development, Montessori believed a specially prepared environment must be in place for children to flourish at each stage of their development (Gutek, 2011). Montessori’s emphasis on children’s independence influenced her theories of the prepared environment (Cossentino & Whitcomb, 2007). A primary objective of the prepared environment was to ensure that children were free from dependence on adults (Cossentino & Whitcomb, 2007). Montessori outlined strict guidelines for the preparation of the environment in which children would live because of the intimate connection she felt it had with their development. Different planes of development require different needs, thus different environments must be prepared for different planes (Cossentino & Whitcomb, 2007). It is the task of the teacher, or guide, to prepare the environment according to the children’s needs and Montessori’s guidelines (Follari, 2007). Environments are prepared to accommodate groups of children of various ages, typically in three year cycles (Cossentino and Whitcomb, 2007). Thus, a primary Montessori classroom serves children ages 3 through 6 (Cossentino and Whitcomb, 2007). The environment surrounding a child determines the possibilities for that child; therefore, it is important the environment presents the maximum number of opportunities for learning (Gutek, 2011). The preparation of a Montessori classroom must be oriented around the children’s needs so they have freedom to pursue questions and construct understandings (Cossentino and Whitcomb, 2007). Montessori also believed the physical environment dictated the energy of the space, providing another reason for the environment to be crafted with care (Follari, 2007). Cossentino and Whitcomb outline six features of the Montessori prepared environment: order, aesthetic beauty, broad access to materials, permeable boundaries, community respon - sibility, and flexible movement (2007). The prepared environment, as Montessori referred to it, must be orderly (Cossentino & Whitcomb, 2007). It must have clean, white spaces with an appropriate amount of artwork so the environment is not over stimulating or distracting for 24 children (Follari, 2007). Emphasis is placed on the aesthetic beauty of the environment because Montessori affirmed that a pleasing environment would instill respect (Cossentino & Whitcomb, 2007). Now commonplace, the child-sized furniture and materials that Montessori used were innovative at her time (Gutek, 2011). Materials are to be neatly arranged by discipline on child-sized shelves for easy access by all children (Cossentino & Whitcomb, 2007). Montessori’s emphasis of child-empowered learning means the environment has few textbooks and a wealth of hands-on materials instead (Cossentino & Whitcomb, 2007). The child needs to have freedom to move about the classroom and access different materials at different times (Cossentino & Whitcomb, 2007). For this reason, the Montessori classroom does not have rows of desks facing forward, but rather tables and chairs with unassigned seating so children can move about and work where they need to (Cossentino & Whitcomb, 2007). Montessori aimed to organize the classroom in a way that caused purposeful movement for work (Cossentino & Whitcomb, 2007). The idea of “work” is another staple of the Montessori education. Montessori referred to a student’s learning and exploration as his or her “work” (Gutek, 2011). Unlike most early childhood education programs, the Montessori education does not include time for free play (Follari, 2007). Montessori believed play interrupts the child’s desire to be productive (Follari, 2007). However, some outdoor time is generally allotted around midday, providing an outlet for play (Cossentino, 2006). Indoors, however, children guide their own work. Montessori dubbed this concept the “auto education,” again emphasizing the child’s desire and ability to be independent (Follari, 2007). Montessori identified the “divine urge” to be the force propelling children into selfactivity (Gutek, 2004). Montessori believed children are excited about learning new skills and becoming independent (Gutek, 2011). According to Montessori, the self-directed education naturally maximizes development (Follari, 2007). In a traditional Montessori classroom, students begin their days with three hours of uninterrupted, self-directed work time (Cossentino & Whitcomb, 2007). The multi-age groups of the children in each environment allows for children to work at various levels and help each other (Rambusch McCormick, 2010).
Kesha Berg Public Policy Enhancing Early Childhood Education During work time, children are free to use any of the materials they have been shown how to use. Often times, children work on small mats, a staple of the Montessori classroom (Cossentino, 2006). The rectangular cotton rugs or mats provide a space for children to set out their materials (Cossentino, 2006). The children are taught at an early age how to roll, unroll, and carry a mat properly, as it is a symbol of work in the Montessori environment (Cossentino, 2006). During this period of work the teacher, referred to by Montessori as a directress or guide, invites children for lessons (Cossentino & Whitcomb, 2007). The guide generally engages with children individually or in small groups to direct them in the use of a new material or lesson (L. Drevlow, personal communication, July 6, 2011). This allows for personalized attention for each child’s developmental needs and interests by the guide so each child can explore his or her interests when appropriate (Cossentino and Whitcomb, 2007). The job of the guide is to be familiar with each student’s level of development and to present lessons accordingly (Follari, 2007). The guide assists the child in directing his or her own work and education without interrupting the child’s own discovery (Follari, 2007; Nutbrown, 2006). Montessori created a specific set of materials to be used within the environment (Gutek, 2011). Her background in science is seen in the precision of each material and demonstration of its use (L. Drevlow, personal communication, July 6, 2011). Montessori’s advocacy of a strict adherence to her method is seen in the details for presenting a lesson (L. Drevlow, personal communication, July 6, 2011). In a conversation, Lisa Drevlow, of the Montessori Training Center of Minnesota, explained the process of presenting a lesson to a child. The guide has step-by-step instructions he or she must follow in presenting a lesson to a child. A lesson includes demonstrating how to use a new material and observation of the child mimicking the guide’s work. Lessons are aimed at a simple objective, such as folding a napkin. In the lesson of folding a napkin, the guide would invite the student to engage in the lesson and demonstrate how to fold in a very specific manner. Next, the student would be encouraged to repeat the action. The student would then practice folding until the skill was mastered without the aid of the guide (L. Drevlow, personal communication, July 6, 2011). If need be, the guide can present the material a second time, but it is the job of the guide to know when a student will be ready for each material (Gutek, 2011). The central role of the guide is to observe the children and document their development, noting when each child is ready for different materials (Follari, 2007). Although most learning takes place through student exploration, the guide does prompt learning through guidance within the environment and other specific means. The guide is responsible for presenting material to students, which the students then further investigate independently (Cossentino & Whitcomb, 2007). Montessori believed children need to see a whole before being able to thoroughly understand each of its parts (Cossentino & Whitcomb, 2007). Information is presented on a large scale first for this reason (Cossentino & Whitcomb, 2007). For example, Montessori crafted five stories entitled “The Great Lessons” for guides to relay to their students (Cossentino & Whitcomb, 2007). The lessons, which provide a substantial portion of the curriculum, convey the story of the universe including the creation of the earth, beginning of life and humans, and the development of society through language, numbers, and so forth (Cossentino & Whitcomb, 2007). The Great Lessons do not include much detail, as to keep children curious (Murray, 2011). Montessori believed the stories would intrigue the children, causing them to desire more knowledge and understanding (Murray, 2011). The entire history of the universe is presented to children to prompt discovery of individual portions of it. Similarly, an entire animal is presented before its parts are examined and the whole structure of the English language is presented at an early age (Cossentino & Whitcomb, 2007). This tactic sets Montessori’s philosophy apart from others, which generally present pieces of the whole first (Cossentino & Whitcomb, 2007). Critical skill sets. Montessori’s central focus on development produced emphasis on four skill sets in her educational method: practical life, sensory education, language and mathematics, and physical, social, and cultural development (Gutek, 2011). Practical skills are still emphasized to give children a greater sense of independence and self-confidence (Gutek, 2011). Teaching 25
Page 1 and 2: DR. RONALD E. MCNAIR Ronald E. McNa
Page 3 and 4: ABSTRACT The purpose of the present
Page 5 and 6: Oluwademilade Adediran Psychology M
Page 21 and 22: ABSTRACT Early childhood education
Page 23 and 24: Kesha Berg Public Policy Enhancing
Page 25: Kesha Berg Public Policy Enhancing
Page 43 and 44: ABSTRACT Human immunodeficiency vir
Page 45 and 46: Mondraya Howard Pharmacy HIV-1 Resi
Page 47 and 48: Mondraya Howard Pharmacy HIV-1 Resi
Page 49 and 50: ABSTRACT Food waste in the United S
Page 51 and 52: Bridgette Kelly Environmental Scien
Page 63 and 64: ABSTRACT This research discusses he
Page 65 and 66: Chia Lee Public Health Health care
Page 75 and 76: Mai-Eng Lee Social Work Teachers’
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Mai-Eng Lee Social Work Teachers’
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APPENDIX B INTERVIEW QUESTIONS Back
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dr. ronald e. mcnair acknowledgements - University of St. Thomas

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