Montessori Prepared Environment Essay

ingredients of the Montessori method : the directress and the prepared environment Motto:’’ The teacher as an adult should try to interpret the child's needs and meet them as best as he can by preparing a really suitable environment. This may be the beginning of a new epoch in education, which will consider how it can assist the life of the child.’’ (Montessori, M., The Secret of Childhood, Part1, Chapter IV: Where adults impede the question of sleep, 1963, p.79). The child in the Montessori school needs

Next to the family, the Montessori classroom is the place of importance in the world of a child. The Montessori classroom is a social institution that not only determines the present state of the child but also their future. In “The Absorbent Mind”, Dr Maria Montessori wrote, “The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man’s intelligence itself, his greatest implement is being formed…At

THE PREPARED ENVIRONMENT Montessori classrooms provide a prepared environment where children are free to respond to their natural tendency to work. In a Montessori Infant/Toddler room, the prepared environment is very important. It is designed to meet these goals: * Be attractive, welcoming, and conducive to learning * Have a space large enough to accommodate all the children, providing them with free and comfortable movement * Provide areas for all the activities each day *

principals governing the creation of the Prepared Environment? How are the concepts of freedom and discipline encompassed within the prepared environment? Please consider the importance of freedom for the developing child in terms of self-regulation. The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult. —Maria Montessori The Secret of Childhood, 1966 The Montessori Environment is prepared on six principals: Freedom, Structure

Maria Montessori inadvertently created an alternative to traditional schooling. She did this by allowing her pupils the opportunity to learn through action rather than repetition. Montessori had five main principles: respect for the child, sensitive periods, the prepared environment, auto-education, and the teacher’s role. In this paper I will discuss the prepared environment thoroughly and how a well prepared environment can positively affect each student in the 3-6 classroom. I will, in reflection

to develop naturally. She believed that every child held the ability to learn but only needed to be shown or guided on how to correctly do so. The teachers role in the class room is to cater for these needs. Montessori believed that only a certain type of person suited the role of a Montessori teacher “The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be

which had been interrupted, is now taken up again, as nature has intended all along.” E.M Standing, Maria Montessori: her life and work, pg 174 Learning, by itself, cannot happen without concentration. Whether we are learning to tie our shoes, write our name, wash a car or solve complex algebraic equations, there is intense concentration specific to the task at hand. Dr. Maria Montessori understood the power of concentration, and her methodology is designed to nurture this power. Concentration

Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, Italy. Maria got her quest for knowledge from her parents who were both well educated. She started her education at a local state school and proceeded onto a technical institute where she intended to pursue a career in engineering. This was unusual at the time as there were barriers that constrained women’s careers, leaving them with fewer options to pursue technical careers than their male contemporaries. Even after graduating

Maria Montessori once stated, “The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist’” (Chattin-McNichols, 1992). The end goal of a Montessori classroom is to create independent and curious learners ready to take on any challenge thrown their way. The Montessori Method differs from traditional school settings because learning is child-centered, meaning children create their own knowledge from experiences within a prepared environment. Who

Children’s journeys throughout education should be personal, and this is what the Montessori approach achieves. From visiting a Montessori setting, the practitioners accomplished this as they allowed the children to play individually “Montessori thought working alone encouraged children to become independent learners” (M. Beaver, J. Brewster et all, CACHE Level 3 Childcare and Education). It is also important that