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

UST McNair Scholars Program Research Journal
a child how to do things such as dress him- or herself, wash,
brush teeth, prepare food, set the table, and so on allows
the child to be free of dependence on an adult (Gutek,
2011). This skill set and independence is emphasized
heavily in Montessori’s methods because of her belief that
children learn successfully only when their motivation is
intrinsic; children need to have the ability to pursue their
environment (Follari, 2007). A fundamental principle of
Montessori’s method is the need for children to have
freedom to bring about their own growth and development
(Gutek, 2011). Montessori emphasized practical skills in
promoting physical, social, and cultural growth (Gutek,
2011). Practical skills also aid in development of muscular
coordination (Gutek, 2004). Montessori classrooms are
home to plants and pets, which require care (Gutek, 2011).
Responsibilities to take care of this aspect of the
environment promote the acquisition of additional
practical skills (Gutek, 2011). Montessori created frames
for lacing, tying, buttoning, and snapping to provide
children additional practice of these skills (Gutek, 2004).
Practical skills are ordinary in a Montessori classroom
because of the nature of the environment Montessori
sought to create. Montessori’s first school opened in Rome
to both educate and watch over children whose parents
worked during the day (Cossentino & Whitcomb, 2007).
This situation encouraged Montessori to develop the
classroom as a sort of “school-home” for her students
(Cossentino & Whitcomb, 2007). Therefore, practical skills
such as sweeping and cleaning have a natural place within
the setting. The school-home environment is central to
Montessori’s education philosophy. The context in which
Montessori’s first Casa dei Bambini was created explains in
part why Montessori emphasized the classroom as a second
home (Martin, 1996). In fact, Montessori criticized the
common translation of Casa dei Bambini to “Children’s
House,” preferring “Children’s Home” (Marin, 1996).
Montessori intended her environment to be a home for
children, a place for them to develop cognitively, socially,
and morally while feeling safe, secure, and loved (Martin,
1996).
Montessori emphasized the importance of the ability of
children to understand the world through their senses.
Developing sensorial skills impacts children’s awareness of
dimension, texture, shape, color, pitch, volume, and so on,
thus developing their awareness of natural beauty
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surrounding them (M. O’Shaughnessy, personal
communication, July 21, 2011). Additionally, sensorial
development prepares children for future math and
language learning (M. O’Shaughnessy, personal
communication, July 21, 2011). Montessori crafted specific
materials to aid children in developing each skill set. For
example, children use materials that develop
understanding of size and dimension by stacking specially
designed blocks or cylinders (Follari, 2007). All of the
materials are self-correcting to assist the child in mastering
his or her work (Gutek, 2011). For instance, the pink block
tower will topple over if not stacked properly and a glass
bowl will break if not shown proper care (Rambusch
McCormick, 2010). These materials guide children by
their senses, teaching them to use things properly
(Rambusch McCormick, 2010). Montessori observed that
during their first plane of development, children desire to
manipulate things to learn from their surroundings
(Gutek, 2004). This provides both cognitive development
as well as practice of motor skills (Gutek, 2004).
The third skill set focuses on language and mathematics
(Gutek, 2011). By age 6, Montessori children have the
ability to understand letters and their sounds, write words,
sentences, and stories, read fluently, and communicate with
clarity (M. O’Shaughnessy, personal communication, July
21, 2011). Montessori created three-dimensional materials
to assist children in development of language abilities (M.
O’Shaughnessy, personal communication, July 21, 2011).
Vocabulary is developed by learning names and categories
of different items (Gutek, 2011). This aspect of learning
can be tailored to the interests of the child. If a child is
interested in animals, cards of different animals and their
appropriate categories can be used to develop vocabulary
and practice categorization. Development of vocabulary is
closely related to learning the alphabet and letter sounds,
and the vocabulary cards are used again for this purpose
(Gutek, 2011). Montessori believed children learn
language in three steps: first through syllables, then whole
words, and finally syntax and grammar (Gutek, 2004). Her
guidelines for children’s exploration of words are outlined
similarly. Eventually, children trace sandpaper letters to
familiarize themselves with each letter, its shape, and its
sound (Gutek, 2011). The movable alphabet is used when
children begin creating words from the sounds they have