Abstract:
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 selfregulation,
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.
