Jerome Kagan and Maria Montessori: Inhibited-ness and the Normalization of Children.

Jerome Kagan and Maria Montessori:

Inhibited-ness and the Normalization of Children

Biography: Jerome Kagan

• Born in New Jersey, 1929

• Earned his Ph.D. at Yale in Psychology in 1954

• Conducted biological research on child development in San Marcos, Guatemala during

the 1960’s

• Taught at Harvard University

• Currently retired

Biography: Maria Montessori

• Born 31st August 1870 in the town of Chiaravalle, Italy

• Family moved to Rome in 1875

• Graduated from the University of Rome and became the first female doctor in 1896

• She assisted at Santo Spirito Hospital in Rome where she worked primarily with the

poor and children

• January 6th, 1907: Casa dei Bambini opens in Rome

• By 1908 there were 5 Casa dei Bambini’s: four in Rome, one in Milan

• In 1909 Dr. Montessori gave her first training course to 100 students and wrote The

Montessori Method

• 1913-1917: Dr. Montessori traveled through America, the UK and part of Europe,

giving lectures at Montessori societies and training programs

• Died May 6th, 1952

•Temperament: stable behavioral and emotional reactions that appear early and are

influenced in part by genetic constitution, (Galen’s Prophecy)

• Inhibited: a category of child who is initially fearful and avoidant in response to

unfamiliar events because of an inherited temperamental bias; exhibiting shy, fearful,

and/or timid behavior

• Uninhibited: a category of child who shows minimal uncertainty to the unfamiliar;

exhibiting bold, sociable, and/or outgoing behavior.

• Normalization: the process of healthy development whereby children regularly and

freely choose constructive activities based upon their interests, which then leads to

their development of the capacity to concentrate.

Key Terms

Purpose/Proposal

The purpose of my study is to determine whether or not there is a

correlation between Dr. Kagan’s study on temperaments and child

development and Dr. Montessori’s method of normalization. More

specifically, I hope to determine whether certain school

environments are more conducive than others in balancing

inhibited traits in children.

Questions

• Dr. Maria Montessori claims that when children are given the freedom to choose

constructive activities based on their interests, the development of their ability to

concentrate also grows. Will this more fully developed concentration foster a more mature

sense of self-regulation or self-control in a child? That is, will this concentration enhance

their ability to control negative traits due to temperamental biases?

• Is there less evidence of inhibited traits within Montessori schools versus more “traditional”

schools?

• Is there a correlation between a balanced temperament and the ability to concentrate?

•According to Dr. Montessori’s observations, “children who can concentrate treat others

kindly and work constructively with materials rather than choosing to distract classmates or

abuse materials.” (Lillard) Will these traits be stronger in the Montessori students?

Hypothesis

I believe that the children in the Montessori school, due to the normalization

process, will on average possess a higher sense of self-control. They will also

possess a higher ability to focus and concentrate on their work. Due to their

higher attention span, I believe the Montessori students will be more

constructive in their work, with less inclination to distract and be distracted by

their fellow students.

Procedure/Observations Criteria

• Number of children

• Initial reactions

• smiles

• eye contact

• How long it takes them to get used to my presence?

• How do the children interact among each other?

• Do some initiate contact more than others?

• How talkative are the children?

• Do some approach the teacher more than others?

• Are some children more easily distracted from their work than others?

• If instructed or scolded or reprimanded by teacher, how do they react?

• Sensitively? Positively? Negatively?

• Is there a significant difference between the 4th graders and the 6th

graders?

• Are the 6th graders on average less inhibited than the 5th graders?

Observations

Montessori 1Montessori 1 Montessori 2Montessori 2 Holy FamilyHoly Family

GirlsGirls 7 12 7

BoysBoys 9 8 5

Approached Approached StudentStudent

9 14 2

Looked at meLooked at me 7 7 3

Looked at me Looked at me w/out smilingw/out smiling

1 2 3

Looked at me Looked at me w/ smilew/ smile

6 5 0

Distracted by Distracted by studentsstudents

3 4 12

Distracted by Distracted by othersothers

1 0 10

Initiated own Initiated own workwork

11 8 3

Asks teacherAsks teacher 1 1 7

Data

“Experience can slow down orspeed up that

emergence by several months orseveral years, but

nature will win in the end.”

(Dr. Kagan)

“Children who can concentrate treat others

kindly and work constructively with materials

rather than choosing to distract classmates or

abuse materials.”

(Lillard)

Conclusion

•The students in the Montessori classroom showed less

inhibited traits and were much more confident in their

actions! They also showed a greater ability to concentrate

on their work, being less distracted and distracting less of

their fellow classmates than the students from Holy

Family.

•The students in the Montessori classrooms were also

friendlier to strangers, unlike the more avoidant students

at Holy Family.

Modifications

• Also observe children from a younger age/grade and

compare

• Use the observations to make predictions on potential

behavior during activities and games

• Observe/research information on inhibited vs.

uninhibited traits while at play with other students

Nature vs. Nurture

Nature Nurture

Jerome Kagan:“a child can change from being inhibited to uninhibited, even though such a change might be more difficult for a child whose behavioral inhibition rested, in part, on biological constitution

Maria Montessori:Theory of sensitive periods; classrooms are designed to promote independent

mastery

Bibliography

• Montessori, Maria. The Montessori Method. Trans. Anne Everett George. 2nd ed.

New York: Frederick A. Stokes, 1912. Digital Library. 9 Sept. 2012.

• Lillard, Angeline Stoll. Montessori: The Science behind the Genius. New York:

Oxford Univ., 2007. Print.

• Crain, William C. "Montessori." Theories of Development: Concepts and

Applications. 5th ed. Englewood Cliffs, NJ: Prentice-Hall, 1980. N. pag. Print.

• Kagan, Jerome, and Robert E. Klein. "Cross-Cultural Perspectives On Early

Development." American Psychologist28.11 (1973): 947-961. PsycINFO. Web. 18

Nov. 2012.

• Kagan, Jerome. "The Emergence of Self-Awareness." Unstable Ideas:

Temperament, Cognition and Self. Cambridge: Harvard UP, 1992. N. pag. Print.

• Kagan, Jerome. The Nature of the Child. New York: Basic, 1984. Print.