The prepared environment is a key feature of the Montessori classroom. Before Maria Montessori had some built, no one had thought of having child-sized tables and chairs.
No one manufactured child-sized brooms and mops. Montessori tells of going shopping in New York City with noted educator, John Dewey, looking for some child-sized furniture for the new school she was going to establish in the U. There was none to be had. My, how things have changed since the early decades of the twentieth century! Now, there is an abundance of materials and furniture for children of every age. In Montessori schools in almost every country in the world, beautifully prepared environments permit children to occupy themselves with constructive activities that teach them wide and varied skills.
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- 1. Independence.
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The prepared environment, quite simply, is based on child development. It is designed to offer external activities that match the emerging developmental needs and interests of a wide variety of children.
Not every child will do every lesson, but every child can find what resonates within him. The goal is for children to become self-reliant, active learners. In the Montessori "prepared environment" there is a variety of activity as well as a great deal of movement. In a preschool classroom, for example, a three-year old may be washing while a four-year- old is composing words and phrases with letters known as the movable alphabet, and a five-year old is performing multiplication using a specially designed set of beads.
In an elementary classroom, a small group of six-to-nine-year-olds may be using a time line to learn about extinct animals while another child chooses to work alone, analyzing a poem using special grammar symbols.
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Sometimes an entire class may be involved in a group activity, such as storytelling, singing, or movement. The prepared environment will be the focus of discussion and will underline: the principles of the prepared environment, how to set up the environment; and its importance in childhood development.
There are five basic principles that must be adhered to in any Montessori environment these are: Freedom The child is given freedom of movement to move about the environment of his own accord, this freedom is of utmost importance as it allows the dirctress to observe and cater for the child's needs. Beauty and atmosphere Just as an adult knows that if the environment around him is beautiful it is more inspiring to be in, the same applies to the child.
Maria Montessori noticed that children responded better to an environment that was simple and elegant, inviting them to work and discover. Material The material in the classroom attracts the child as it is the right size for his small hands and it is real, thus inviting him to repeat the activity as many times as he wants to, assisting him in developing one of his greatest inner workings: concentration. The material also calls to the inner needs of the child sensitive periods by close observation the directress can estimate which materials to present to nurture his individual needs.
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There are a few other aspects of the material that need to be taken into consideration : Isolation of interest. Control of error.
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The use of the materials progresses from simple to. Show More.
The prepared environment essay montessori schools
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