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

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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 26 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
Kesha Berg Public Policy Enhancing Early Childhood Education learned (Follari, 2007). This eventually gives way to writing (Gutek, 2004). Another aspect of the third skill set is mathematics (Gutek, 2011). The primary Montessori education aims to instill sufficiency in ability to understand meanings of quantities, concepts of even and odd numbers, categories of unit, tens, hundreds, thousands, addition, subtraction, multiplication, division, and memorization of basic math facts (M. O’Shaughnessy, personal communication, July 21, 2011). Math is learned through the use of geometric objects, counting rods, golden beads, and sandpaper numbers (L. Drevlow, personal communication, July 6, 2011). Each material prepares students for the next and builds on previously acquired knowledge and skills (Gutek, 2011). Sandpaper numbers are traced to learn numbers in learning mathematics (Gutek, 2011). These cards are used in conjunction with various counting rods, beads, bean counting, memory games, and fraction exercises to help children take their first steps in mathematics before elementary school (Follari, 2007; Gutek, 2011). These processes give way to more completed functions such as subtraction, multiplication, and division (Follari, 2007). Eventually, children expand on basic operations to more advanced mathematics (Follari, 2007). Examples of other didactic materials include solid cylindrical insets, red rods of various lengths, geometric solids, cards with geometric shapes, and musical tone bells (Gutek, 2011). The fourth skill set is focused on children’s physical, social, and cultural development (Gutek, 2011). In addition to creating materials for cognitive learning, Montessori developed materials for social and cultural development. The Montessori curriculum is formatted around what Montessori called the “cultural subjects,” which include history, geography, geometry, arts, and the sciences (Cossentino & Whitcomb, 2007). Study of the subjects takes place via three questions: (1) What am I? (2) Where do I come from? (3) What is my role in the universe? (Cossentino & Whitcomb, 2007). Montessori felt it important for children to learn through cultural exploration and relationships between individuals and the larger society (Follari, 2007). Unlike many traditional classrooms today, Montessori encouraged an affectionate relationship between the guide and students, as well as among the students (Gutek, 2004). The environment was intended to be a community of members who cared for each other (Cossentino & Whitcomb, 2007). Montessori envisioned members of the Casa dei Bambini to be a family, each member operating independently while still contributing to the larger group (Gutek, 2004). Children’s assistance among each other is a crucial component of the Montessori environment (Nutbrown, 2006). As a proponent of equality among the sexes, Montessori expected equality within the classroom as well (Follari, 2007). Some criticized the intimacy within the classroom for mixing too closely the separate worlds of home and school, private and public (Gutek, 2004). Social skills are learned through absorbing the culture (Gutek, 2004). To further children’s social skills, the guide offers lessons in grace and courtesy to teach children proper social etiquette (L. Drevlow, personal communication, July 6, 2011). One such lesson focuses on requesting attention without interrupting (L. Drevlow, personal communi - cation, July 6, 2011). Children are taught to demonstrate to their teacher their need for attention without speaking (Cossentino, 2006). Often, children request their guide’s assistance by gently placing their hand on their guide’s shoulder (Cossentino, 2006). Others look their guides in the eye (L. Drevlow, personal communication, July 6, 2011). The properly prepared environment with the correct social balance provides room for children to develop moral character (Gutek, 2004). Montessori believed in a set of universal principles that children developed awareness of through interaction with their environment (Gutek, 2004). Keeping peace as a central theme to her methods, Montessori created the Peace Rose Ceremony to help children develop socially (Cossentino & Whitcomb, 2007). Cossentino and Whitcomb describe the Peace Rose Ceremony as a means to settle disputes among children. A space is designated within each prepared environment for peace and this ceremony, which often consists of a table with a vase and single peace rose and other calming objects, such as beads and prints. Children take turns holding the rose while discussing the issue at hand until peace is declared. The guide often aids this process until children are old enough to conduct the ceremony on their own. Children are able to visit the calm area to regroup whenever necessary (Cossentino and Whitcomb, 2007). Montessori’s belief that learning needs to take place by exploring beyond the prepared environment constitutes a critical part of her philosophy of the cosmic education 27
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APPENDIX B INTERVIEW QUESTIONS Back
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