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A Comparison of the California Public School and Montessori Elementary Curriculums

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A Comparison of the California Public School and Montessori Elementary Curriculums A COMPARISON OF THE CALIFORNIA PUBLIC SCHOOL AND MONTESSORI ELEMENTARY CURRICULUMS Carolyn Daoust Submitted in partial satisfaction of the requirements for the degree of Master of Arts School of Education Saint Mary’s College Moraga, California Approved by: Faculty Reader: Vera Ligtelijin – DePass, MA Program Director: Rosemary Peterson, Ph.D. Dean: Fannie Preston, Ph.D. May 1994 2 TABLE OF CONTENTS I. Introduction..................................................................................................... 4 II. Theoretical Analysis of the Montessori Elementary Curriculum....................................................................................................... 7 Cognitive-Developmental Perspective.................................................... 7 Behaviorist Perspective........................................................................... 12 III. Research on Montessori as an Educational Alternative in the Public Sector..................................................................... 15 Historical Overview of Montessori Research......................................... 16 A Definition of Montessori Authenticity............................................... 18 Montessori Research.............................................................................. 19 Early Comparative Studies Longitudinal Studies Social Development Test Score Comparison Studies Conclusion............................................................................................. 36 IV. History-Social Science Curriculum Comparison................................................................................................... 39 The State History-Social Science Curriculum....................................... 39 The Montessori History-Social Science Curriculum............................. 46 The State and Montessori History-Social Science Curriculums Compared......................................................................... 56 V. Science Curriculum Comparison............................................................... 64 The State Science Curriculum.............................................................. 64 The Montessori Science Curriculum.................................................... 75 3 Geography Biology The State and Montessori Science Curriculum Compared.................... 88 VI. Mathematics Curriculum Comparison....................................................... 97 The State Mathematics Curriculum....................................................... 97 The Montessori Mathematics Curriculum............................................. 116 Geometry The State and Montessori Mathematics Curriculums Compared.......... 143 VII. Language Arts Curriculum Comparison................................................... 151 The State Language Arts Curriculum.................................................... 151 The Montessori Language Arts Curriculum.......................................... 160 The State and Montessori Language Arts Curriculums Compared.......................................................................... 176 VIII. Discussion and Conclusion.......................................................................... 182 IX. References...................................................................................................... 185 4 INTRODUCTION Educational reform in the state of California has emphasized aligning public school curriculum standards with current theory and research on how children learn. Modern developmental psychology, supported by cognitive research, has changed the way learning has been viewed and has prompted educators to reassess and revise traditional educational practices (It’s Elementary, 1993). In addition to reworking existing programs, many districts have turned to non-conventional instructional models as a means for expediting curricular reform. The Montessori method is one such program that has received widespread national attention as a time-tested, comprehensive alternative to traditional educational approaches. The Montessori System of Education Maria Montessori, an Italian physician, educator, and social reformer, developed the Montessori system of education over a period of more than 40 years beginning in the early 1900’s. Based on the holistic development of the child, the Montessori approach consists of a methodology and philosophy of education that caters to student’s individual needs and their natural desire to learn. A specific educational environment is prepared to accommodate the child at each stage of development, and manipulative materials enable students to explore and discover concepts and ideas through their own activity. At the elementary level, which serves children from six to twelve years of age, key concepts and relationships are presented to motivate students to pursue their own interest, and self- development through mental activity is emphasized rather than the attainment of specific academic goals and objectives. Montessori teacher training focuses on the psychological and developmental characteristics of the child, and prepares the educator for applying principles and practices consistent with Montessori philosophy. 5 California’s Public School Curriculum Public education in the state of California is in a period of tremendous change. Prior to reform efforts, the state’s elementary curriculum was based on a theory of learning that viewed development as the sum of discrete learnings. The acquisition of basic academic skills was emphasized, and teacher recitation, drill, and passive rote learning dominated instruction (It’s Elementary, 1993). This approach to education, which reflects a behaviorist perspective of intellectual development, is now being replaced with a view of learning that emphasizes the child’s active involvement in the building of intelligence. The state of California has undertaken to accommodate this new perspective of learning by reconceiving its curriculum standards for public education from kindergarten through grade twelve. The revised curriculum standards established by the state are published by the California Department of Education in a series of documents called frameworks. Each year a new framework in one of seven subject areas is rewritten and updated by a committee of specialists in order to influence program development and implementation from kindergarten through the twelfth grade. The frameworks provide direction to publishers for the development of textbooks and instructional materials, and establish guidelines for helping districts to evaluate and revise their programs. Collectively, the frameworks outline a new direction for public education in the state that emphasizes a thinking, student-centered curriculum rather than the skill-based approach that has long dominated traditional education. Statement of Purpose This paper examines the Montessori elementary curriculum from a theoretical perspective, investigates research pertaining to Montessori education, and describes and 6 compares the state and Montessori elementary curriculums in four subject areas. These areas include: (a) history-social science, (b) science, (c) mathematics, and (d) English-language arts. It is the intent of this paper to establish the Montessori model of education as a viable alternative to traditional education in the state of California, and to highlight educational practices in the Montessori system that facilitate the implementation of a developmentally oriented curriculum. Comparison Format In each academic area considered, both the state and Montessori curriculums are described and then compared according to similarities and differences in content, organization, and instruction. The state curriculum descriptions summarize the information contained in the four most recently published frameworks in the areas of history-social science (1988), science (1990), mathematics (1992), and English-language arts (1987). The Montessori curriculum descriptions have been derived from a variety of sources including books and articles written by Dr. Montessori and others, and from lecture notes obtained from Montessori training at both the early childhood and elementary levels. Each curriculum summation includes a rationale for the instructional program used with both the preschool and elementary child, and discusses the lessons and materials presented at each level of the curriculum. 7 A THEORETICAL ANALYSIS OF THE MONTESSORI ELEMENTARY CURRICULUM The Montessori method of education is based on a comprehensive theory of development derived through Dr. Montessori’s careful observation of the child. This view of development is consistent with current theory and research on how children learn, and is in line with the educational reform objectives recently established by the state of California. This chapter will examine the Montessori elementary curriculum from a theoretical perspective and demonstrate that the Montessori method has much in common with contemporary developmental theory as well as agreement with some behaviorist applications of intellectual growth. Cognitive-Developmental Perspective Cognitive theorists, such as Piaget, view development as the result of changes in the child's cognitive structures. These changes occur gradually as the child constructs her own knowledge by interacting with her environment and the people in it in an intellectually stimulating manner. While these changes are cumulative, they also proceed through successive developmental stages, which provide possibilities for
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