Examining the Nature of Literacy Activity in Public Montessori Classrooms.

Abstract

This study offers empirical analysis of how literacy practices in a contemporary enactment of the Montessori approach reflect and deviate from Maria Montessori’s original stance on literacy learning and teaching. Because few studies have systematically examined organized literacy practice in Montessori classrooms, it is not known how contemporary enactments of this approach reflect Montessori’s stance. Given this lack of research combined with the popularity of the Montessori approach, it is prudent to engage in rigorous study of the approach. This study contributes to a limited number of empirical studies that have examined this approach. Moreover, it examines an area, literacy instruction in early childhood settings, which is a focus of the broader educational community. Indeed, bodies of contemporary research reflect Montessori’s emphasis on promoting preschool- and kindergarten-aged children’s literacy acquisition as well as her efforts to individualize instruction to complement individuals’ unique learning profiles. The following question frames this study: How do teachers’ enactments of one contemporary version of Montessori literacy education reflect and differ from Maria Montessori’s views of learning—literacy learning, in particular—and teaching? Qualitative and quantitative data were collected in 11 public Montessori classrooms, serving preschoolers and kindergartners. Taken collectively, findings reveal that teachers implemented practices that generally reflected Montessori’s views. Although not all practices squared perfectly with her stance, deviations did not represent complete departures from it. Instead, deviations reflected teachers grappling with seemingly competing principles of her approach and teachers contending with outside pressures to assure that children acquired key literacy skills. This dissertation concludes with a discussion of findings in relation to Montessori’s views and to contemporary research. Some documented practices bode well when considered in relation to contemporary research, such as how teachers tailored instruction to individuals’ skill levels and socio-emotional characteristics. Other documented practices raise questions for Montessori educators when considered in relation to contemporary research, such as the nature of teacher participation during open-ended writing and book-reading activities. Implications are presented regarding how Montessori teachers participated in meaning-making activities as well as regarding other patterns of practice.