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

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UST McNair Scholars Program Research Journal was needed after the 2010 evaluation (Haskins & Barnett, 2010). Thus, a need for strengthening the educational aspects has been identified to ensure all Head Start graduates are well prepared for future schooling (Bierman et al., 2008). In an assessment of school readiness, Bierman et al. found Head Start graduates to be adequately prepared in areas of oral comprehension skills and speech sounds (2008). Additionally, findings indicated high levels of aggressive behavior and lacking social skills among Head Start graduates (Bierman et al., 2008). The Civil Rights Education Fund described Head Start’s impact as modest, due in part to the small amount of statistical difference in both cognitive and social skills between Head Start and non-Head Start students (Besharov, 2005). Other programs continue to outperform Head Start due to its lack of organizational support and lack of properly trained educators (Bierman et al., 2008; Haskins & Barnett, 2010). However, the National Head Start Association reports the Head Start graduates are achieving national norms in early reading and writing and are close to national norms in early math and vocabulary by the spring of their kindergarten year (NHSA, 2011). While Head Start has been recognized for providing a well-working system for reaching low-income children, there is a need to reach a broader community (Love et al., 2005). Currently, debate revolves around whether or not Head Start provides equal access to non-English speaking families and various cultures within the classroom (Jacobson, 2007; Love et al., 2005). Additionally, findings on achievement have differed among various races within the program (Love et al., 2005). Head Start is working to address how to expand positive results to all children by determining what works well for different groups (Love et al., 2005). TWO COMPLIMENTARY APPROACHES: THE MONTESSORI EDUCATION AND HEAD START AREAS OF COMPATIBILITY Although Head Start and Montessori approaches to early childhood education have independent backgrounds, their goals are similar and their methods are compatible (Hixon, 34 2002). Both programs were created in response to the need to enhance educational opportunities for low-income students. Both embrace a holistic approach to child development. These similarities are reflected in philosophical and pedagogical compatibilities. Similarity also arises from each method’s dependence on research. Maria Montessori developed her method based on scientific observations of child development. Since the creation of Montessori’s methods, additional research has supported Montessori’s developmental theory. Similarly, research provided a basis for creating Head Start and it continues to play an instrumental role within the program. Head Start is structured to allow different programs to adopt various methods. Some Head Start classrooms fully incorporate Montessori methods. Most, however, use either the High/Scope or Creative Curriculum for Preschool. While both approaches recognize some key Montessori principles—for example child-centered learning and leaning through doing—expanding emphasis on Montessori methods and materials could be beneficial. EVIDENCE OF SUCCESS The rise of Montessori methods within the United States during the time in which Head Start was established resulted in some early Head Start programs employing the Montessori method (Gutek, 2011). However, there is extremely limited literature regarding the use of the Montessori method within Head Start programs. An article from Montessori Life conveys that a Head Start classroom in Ignacio, Colorado, that began using the Montessori method saw success (Hixon, 2002). In fact, the director stated, “We found that the two philosophies were not only compatible, but very complimentary” (Hixon, 2002, p. 38). The director elaborated on the success of the program saying, “Parents are reporting children who are more self confident, more respectful, and better prepared academically” (Hixon, 2002, p. 38). Positive results were also reported from a Nokomis, Florida Head Start program that began using Montessori methods (Allen-Jones, 2006). The program emerged from collaboration between Children First, a local non-profit, Sarasota County’s Head Start, and the Island Village Montessori Early Childhood Program (Allen-Jones, 2006). Parents of enrolled students, as well as school officials, attested to the success of the collaboration (Allen- Jones, 2006). The program’s children surpass the national
Kesha Berg Public Policy Enhancing Early Childhood Education standards and mandates (Allen-Jones, 2006). Further evidence for the achievement of the collaboration came with the National Head Start Association’s recognition of the program as a “program of excellence” (Allen-Jones, 2006). The limited available documentation of Montessori methods within Head Start signals the room for growth and development in the field. The brief amount of literature available does confirm the success of adherence to Montessori methods within Head Start in the past. INSIGHT FROM EXPERTS I conducted two interviews to further develop my understanding of the guiding philosophies, theories, and practices of the Montessori education and Head Start program. Information gathered during each of these interviews has provided guidance in developing a sense of the main opportunities for improving early childhood education. Furthermore, this information has served as a guide in making practice recommendations for the incorporation of Montessori principles within Head Start classrooms. My first interview was with Molly O’Shaughnessy, the director of the Montessori Training Center of Minnesota. My second interview was with Jeanne Dickhausen, the education coordinator of the Community Action Partnership of Ramsey and Washington Counties, the St. Paul grantee for Head Start. Question 1: What is the overall philosophy, principles, and child development theory that guides the Montessori/Head Start education? Molly O’Shaughnessy identified freedom for the child as one of the guiding principles of the Montessori education. Allowing the child to be actively involved in his or her own learning and to have responsibility is critical for the child’s growth. Additionally, it helps foster independence. O’Shaughnessy discussed the ability to be functionally independent as a primary objective of the Montessori education. Developing this independence requires purposeful activity within the classroom, concentrating on the repetition of skills until they are mastered. Children’s independence is achieved through the prepared environment. Another guiding philosophy of the Montessori education cited by O’Shaughnessy is the inclusion of multiple ages within one classroom. This allows older students to reinforce skills and knowledge by helping younger children learn. Montessori stressed giving the best of culture to her students and providing them with the nicest, real materials with which to work. Peace is emphasized within the Montessori classroom, as Montessori saw it as a goal of humanity. O’Shaughnessy also discussed Montessori’s identification of “normali - zation” as the most important outcome of her work, meaning a successful education will lead all children to be contributing members of society. Jeanne Dickhausen referenced the mission and philosophy of the Community Action Head Start program as guiding statements. The mission states, “Head Start/Early Head Start’s mission is to help children and parents achieve their full potential through high-quality child development and family support services (Community Action Head Start Family Handbook/ Calendar, 2010). Elements of the guiding philosophy, which was developed by the Community Action Partnership staff, Head Start parents, and community members, emphasize the importance of individualized attention to children’s interest, learning through engagement in various activities and play, and the importance of respect for healthy families and their cultures. Dickhausen discussed the high worth of parent involvement within the Community Action Head Start program. Head Start teachers must get to know each family and child individually to best help the child learn. Dickhausen emphasized the importance of addressing each child’s developmental needs and interests in ensuring he or she is really learning. Additionally, Dickhausen emphasized the importance of the use of research-based approaches within the Community Action Head Start program. Assessment of children’s development is also crucial. The Community Action Partnership uses an ongoing assessment system to track each child’s development and progress. Parents and Head Start teachers set goals for each child, and assessment provides a way to determine progress. Question 2: What are the key early childhood education practices used by the Montessori/Head Start program? Molly O’Shaughnessy identified the Montessori education’s focus on the observation of children. Guides observe the children at work, interrupting them only when a child’s behavior is destructive. A Montessori classroom consists of one guide, an assistant, and thirty children of 35
Page 1 and 2: DR. RONALD E. MCNAIR Ronald E. McNa
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Page 83 and 84: APPENDIX B INTERVIEW QUESTIONS Back

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