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

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UST McNair Scholars Program Research Journal environment is key. I recommend Head Start programs devote attention to preparing each learning environment in a way that provides accessible materials for children and allows space for children’s movement and work. Maria Montessori outlined several factors that would enhance any environment for learning. In addition to the environment being welcoming to children, it should be orderly. Materials within the classroom should be easily accessible by children, so they are able to retrieve any materials they may need for their work. An orderly environment helps to facilitate material accessibility. If the environment is orderly, children know where things can be found and should be returned to for future use. This also promotes respect for the environment and materials. Another critical aspect of the prepared environment includes space for children to work and move throughout the room. Using various materials may require more space, and it is important for children to have space to work as needed. Recommendations 3: Incorporation of materials. The Montessori education emphasizes the use of handson materials and the use of physical objects to promote learning. I recommend Head Start programs utilize some of the Montessori materials within the classroom, especially in the areas of language, mathematics, and practice life skills. The use of hands-on objects can be applied to all subject areas to help children learn. For example, the moveable alphabet is used to help children formulate reading and writing skills. Various three-dimensional objects can also be used in learning mathematics, such as sandpaper numbers and different counting devises. In addition, utilizing hands-on materials for the acquisition of practical life skills is useful in developing independence. Providing materials for children to build practical skills such as buttoning, tying, pouring, washing, and so on can be achieved through the incorporation of additional Montessori materials within the classroom. Recommendation 4: The teacher as a guide. Incorporating self-directed work and Montessori materials within a traditional classroom will, in most cases, require the teacher to take on a slightly different role. Head Start classrooms that incorporate self-directed work must also incorporate the concept of the teacher as a guide to children’s independent exploration and learning. In 38 allowing children to work independently, it is important that the teacher allows the student to choose his or her task, rather than assigning a task for all children to complete. Once children have engaged with their work, the teacher should not unnecessarily interrupt the child’s work. The child may request the help of the teacher or work in collaboration with other students within the classroom. Throughout the self-directed work period, the teacher should offer guidance in helping individual children discover what the child would like to work with and demonstrate how to successfully complete each activity. Overcoming barriers to implementation. Three primary barriers exist in integrating methods of the Montessori education within the Head Start program. To address these barriers, I suggest the following: First, Montessori methods must be implemented in a manner responsive to the needs of each unique Head Start setting. Implementing the above recommendations will be different within each different classroom community. For this reason, the recommendations are defined broadly, so they can be adapted to work within various educational approaches and environments. Flexibility is key to ensuring successful integration of methods. Second, successful incorporation of Montessori methods requires advanced teacher education. Teachers must be carefully prepared to take on the role of a guide to facilitate self-directed work, prepare the environment, and properly use Montessori materials. Training needs could be addressed by engaging Head Start and Montessori educators in developing cost and time efficient in-service opportunities for participating Head Start teachers. Third, incorporating Montessori methods within Head Start will require funding. This could be addressed by redirecting existing funds within the Head Start budget to support recommended changes. For example, funding for currently used materials may be redirected for Montessori materials. Additionally, funding could be sought for pilot programs through grant writing. Successful pilot programs could then be used to advocate for further funding. Although more research is required, overall, my project suggests efforts to incorporate key elements of the Montessori education within Head Start programs would enhance early childhood education for low-income children.
Kesha Berg Public Policy Enhancing Early Childhood Education REFERENCES Abdill, A.M. (2009). Head Start. Encyclopedia of African American History, 1896-present. Retrieved June 21, 2011, from www.oxfordreference.com/views/ENTRY.html?subview =Main&entry=t005.e0542 Allen-Jones, P. (2006, November 11). Head start goes for Montessori. Sarasota Herald-Tribune (Florida), pp. BV4. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., . . . Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802-1817. Butler, A., Gish, M., Shaul, M. (2004). Head start: background, issues, and bibliography. New York: Novinka Books. Besharov, D. J. B. (2005, November 30). Head start has `Modest’ impact. The Seattle Post-Intelligencer, pp. B7. Community Action Head Start Family Handbook/Calendar. (2010). Community Action Partnership of Ramsey and Washington Counties. St. Paul, MN. Cossentino, J. 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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 39: 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’
Page 83 and 84: APPENDIX B INTERVIEW QUESTIONS Back

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