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An Analysis of Maria Montessori's Theory of Normalization in Light Of AN ABSTRACT OF THE DISSERTATION OF Kathleen M. Lloyd for the degree of Doctor of Philosophy in Human Development and Family Studies presented on June 10, 2008. Title: An Analysis of Maria Montessori’s Theory of Normalization In Light of Emerging Research in Self-Regulation Abstract approved: Sharon Rosenkoetter The regulation of behavior is a major issue in early childhood development, with important implications for children’s adaptive and maladaptive developmental outcomes. Emerging research suggests that the degree of successful self-regulation depends upon the efficiency of the child’s attentional system and that the ability to focus and sustain attention supports emotional self-regulation throughout the lifespan. The neural networks that underlie the development of attention are beginning to be charted. Studies have shown that the executive attention network undergoes considerable development between the ages of 2 and 7. To support this development, research scholars have suggested the need to develop curriculum to promote focused and sustained attention in preschool programs. One hundred years ago, Maria Montessori observed that when the environment was designed to promote concentration, children went through a transformative process, which she referred to as normalization. Is normalization the same as self-regulation? This study was designed to examine whether Montessori’s theory of normalization can be considered an applied theory of self-regulation. This was accomplished by analyzing Csikszentmihalyi’s optimal experience theory and Ryan and Deci’s self-determination theory to provide the requisite guidance for developing curriculum capable of nurturing multiple aspects of self-regulation, which led to a conceptual framework for the comparison with Montessori’s theory of normalization. Montessori’s theoretical perspective is not readily available in published literature. Therefore this study used qualitative methods to conduct interviews with 12 Montessori teacher trainers. These individuals are considered the highest authority regarding Montessori theory and practice. Though Montessori’s contributions to the field of Early Childhood Education are often mentioned in university textbooks, the underlying theory (normalization) that guides her work receives little discussion. Without a clear understanding of Montessori’s theoretical perspective, research scholars are not able to isolate distinguishing characteristics that can assess self-regulation as an outcome of the curriculum nor can they adequately compare this approach with other forms of education. By introducing Montessori’s theory of normalization and analyzing it as a theory of self- regulation, this study has created a conceptual framework to articulate the governing characteristics and educational principles necessary to enhance practices that support the development of self-regulation in early childhood. ©Copyright by Kathleen M. Lloyd June 10, 2008 All Rights Reserved An Analysis of Maria Montessori’s Theory of Normalization In Light of Emerging Research in Self-Regulation by Kathleen M. Lloyd A DISSERTATION submitted to Oregon State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Presented June 10, 2008 Commencement June 2009 Doctor of Philosophy dissertation of Kathleen M. Lloyd presented on June 10, 2008. APPROVED: Major Professor, representing Human Development and Family Studies Chair of the Department of Human Development and Family Sciences Dean of the Graduate School I understand that my dissertation will become part of the permanent collection of Oregon State University libraries. My signature below authorizes release of my dissertation to any reader upon request. Kathleen M. Lloyd, Author ACKNOWLEDGEMENTS I am truly grateful for the support I have received throughout the writing of this dissertation. The completion of this project includes the generosity of a wide range of people, many of whom cannot be mentioned here. However several individuals were an integral part of the process and without their support I would not have persisted nor succeeded. Because of this they deserve special mention. My graduate committee was fantastic and I am pleased to acknowledge them for their guidance, inspiration, and mentorship. Sharon Rosenkoetter, the chair of my committee consistently offered wise counsel and excellent editorial feedback. She also had the foresight to introduce me to Nancy Eisenberg and the research of self- regulation, for which I am especially grateful. Karen Hooker informed my research by asking essential questions and pointing me in directions that broadened and strengthened my understanding. Marcus Borg served as the graduate representative and contributed thoughtful insights that enriched our conversations. His encouragement will be warmly remembered. Marcus also introduced me to Joseph Orosco and James Blumenthal, who both served on my committee. And though their specific research interests are not readily apparent in this study, their intellectual guidance throughout the course of my graduate studies was tremendously influential in my development. I wish to thank them both. I would also like to acknowledge the Department of Human Development and Family Science for their financial support, via a graduate teaching assistantship. Four years into my studies, this assistantship was transferred to the Center for Teaching and Learning, to whom I am also grateful. Both departments are managed by wonderful individuals who contributed to the pleasure and joys of daily life. For this I would like to thank Sandy Frye and Evelyn Reynolds. My interest in teaching and learning has been expanded and refined through the skillful enthusiasm of the director of the Center for Teaching and Learning, Peter Saunders. Thank you. This study would not be possible without the generous support of the 12 AMI Montessori Teacher Trainers who agreed to give of their time. It was a privilege to meet each of them privately to discuss Montessori’s theory and philosophy. These conversations will be remembered as an optimal experience in my life. My only regret is that the depth of their collective wisdom is not adequately captured in print. For our time together and for their ease and breadth of knowledge, generosity of spirit, and dedication to the rights of the child, I would like to extend my sincere gratitude. Additional appreciation is extended to the Montessori community of teachers who keep these ideas alive through their daily practice in classrooms around the world. A special word of thanks goes to Jacquie Maughan and Pacific Crest School whose vision and hard work provided the foundation for this study. Friendship also played an important role in the completion of this dissertation. New friends were made and old friendships were strengthened. My spirits were often bolstered through the simplest of gestures: a phone call, a walk in the woods, a good meal, a cup of coffee or tea, and conversations. Friends who offered such kindness are too many to mention, however several gathered closely around me and they deserve special acknowledgement. In alphabetical order: Helen deNormanville, Linda Erwin, Jacquie Maughan, Doug Russell, Susie Strasser, and Pauline Tanaka. Two others extended themselves beyond the usual confines of friendship: Trisha Barlow read the entire manuscript and cheerfully dedicated herself to spending several weekends tending to various last minute details. Dennis Bennett rescued me with impromptu editorial advice and computer tech support. Classmates also played an important role in weathering the ups and downs of graduate school. This cohort of insiders deserves appreciation for their collaboration: Patty Pickett-Cooper, Soyoung Lee, and Patricia Meierdiercks. In addition to good friends, my sisters, brother, nieces and nephews have always offered comfort along the way. Thank you all. And finally and most importantly, I would like to acknowledge and thank my parents, Richard and Virginia Lloyd, who in addition to providing much needed financial support have consistently expressed unconditional love, boundless encouragement, and an unwavering belief in my ability to succeed, even when it was apparent that this project would stretch beyond its original time-frame. Along with reading every draft and engaging in thoughtful conversations, they see me. That experience is rare among people and I cherish and celebrate this knowing. They are the foundation upon which all of my work rests and without whom none of this would be possible. To them I offer my endless gratitude, respect, and love. This work is dedicated to their commendable commitment as parents. DEDICATION This work is dedicated to Geoffrey Trevor Lloyd (1980 – 1986) and Susie Huston (1946 – 1992) whose living and dying are both woven into the choices and commitments I have made. TABLE OF CONTENTS Page CHAPTER 1: INTRODUCTION ..................................................................................1 Background and Direction ..........................................................................................2 Research Questions and Hypotheses...........................................................................3 Stimulus from Recent Empirical Research .............................................................4 Theoretical Development........................................................................................4 Empirical Study.......................................................................................................5
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