The Montessori Prepared Environment- extended

Montessori Prepared Environment 

A Montessori prepared environment is set up to allow the child to thrive, to learn independence and to grow into their confident intrinsic self. Montessori educations take careful consideration when setting up a specific environment for children in their care and there are certain factors that are included in the child/ teachers environment. 

Key features of a Montessori prepared environment- 

Montessori prepared environments would include three key features which are Beauty, Order and multi/age groupings. 

The Montessori prepared environment would be designed with simplicity and elegance in mind. Including a combination of natural and introduced elements. The room environment is beautiful so children may be uplifted and inspired this will also help with the child’s concentration and connection to the environment. 

Furniture- 

Child sized furniture such a small tables and chairs for the children to sit and eat independently. 

Small craft tables and chairs can also be used when participating in craft activities or working on a project. These light pieces of furniture can be easily move around by the child as needed.

Low shelving with an organised display of Montessori materials and activities is key. The low shelves at eye level for the children will allow them to easily choose which materials they would like to use. 

Children are encouraged to partake in which ever individual activities they are interested in. Children are generally draw to activities that further their natural development, dependent on what stage of development they are currently in. That’s why freedom of choice in a Montessori environment is so important so children can naturally flourish.

When furniture is small enough for child’s use it can make the child feel more comfortable and confident in the environment. 

Practical life materials- 

Practical life materials are provided so child can easily participate and learn practical life lessons though our their day. 

Child sized cleaning materials such as a broom and mop are provided for the child’s use. Spray bottle of water and cloth available for cleaning windows. Also with low sinks and toilet areas for the children to learn to use independently. 

Real life materials are used such as real glasses, porcelain plates and silver cutlery are provided for children’s use. 

Practical life lessons are so important in a Montessori environment as they create a sense of purpose for the child. It allows them to feel part of their community and develop independence and a sense of self through their purposeful work.

Natural materials- 

Montessori environments tend to use natural and sustainable materials. You will find Wooden objects, rocks, shells and nature collections in a the classroom.

The environment is muted in colour but instead bring in elements such as natural light and large windows for the child to be able to see their outdoor spaces that are always accessible to them. Wooden furniture, plants and nature are found in the room to create a sense of calm and make the environment as home like to the child as possible. 

Educational materials- 

Children are encouraged to participate in real life learning from an early age. Montessori materials you will find in a Montessori classroom are always made so the child can concentrate in purposeful work. 

Engaging in written and spoken language work, early mathematics and world culture studies. Allowing children to learn about the real world around them.

Materials such as Montessori grain letter boards, math beads, book and cultural times can be found in the classroom. As well as Providing resources and learning materials for other interests such as learning a secondary language differing from the child’s native tongue, human body atonamy and body functions. 

Puzzles, shape work and threading activities are a great resource to have. All materials that encourage concentration, that have control of error. Along with books that show real life pictures and are natural landscapes, poetry and stories resists. 

Music and movement- 

You will also find areas that are set up to promote music and movement.

As humans we connect so well to music. Providing a range of musical instruments in the classroom can be very beneficial for children daily rhythm and enjoyment. We can use music and songs to inspire everyday learning. 

Indoor Wobble board or an climbing frame are provided to allow free use of gross motor skills. Along with larger outdoor climbing equipment and playgrounds for the child’s use. 

Quiet spaces- 

Offering a quiet space of winding down and reading is also very important. Quiet spaces with cozy sitting areas pillows and blankets are provided, along with sleep/nap areas set up when needed. 

Senatorial activities- 

The sensorial area offers materials that are specifically designed to refine children’s perception, discrimination and judgment of sensorial information.

This particular type of sensory play can help children to classify and order impressions by touching, seeing, smelling, tasting, listening and exploring the physical properties of their environment. Water play, rocks, sand, nature, dough can all make fantastic and inviting sensory materials fro children. 

Outdoor spaces- 

Outdoor spaces are created to be calm, inviting and safe. Including courtyards, natural paths and plants. 

In the outdoor spaces you will find shaded areas, child furniture such as a working mud kitchen for sensory play. Sitting areas for rest, food or drink and gross motor play materials such as balls, ribbons and buckets. 

Gardening materials are available for children to again participate in this practical life lesson of looking after nature and watching it grow. 

Art activities are also available in the outdoor spaces so children can be inspired by their environment and create. To be able to express themselves in their own way. 

As well as providing climbing play equipment for children to further practice and develop their gross motor skills. 

Order- 

Order is a very important aspect to include in a Montessori prepared environment. Children need predictability and consistency to aid the build of internal order. 

By providing order into a Montessori environment it can help the children create a sense of well-being. Though an ordered environment children can derive meaning an are able to build knowledge and understanding of their place in the world. 

Multi-age groupings of children- 

Montessori classrooms have mixed age groups so all children can experience learning from not only teachers interactions but also older/younger child interactions. This allows children to experience being not only the younger learner but also the older mentor, dependent on the age of each child. This is also beneficial for children social skills. Children can aspire to the achievements of older peers. While older peers can learn to show respect for their younger peers through peer teachings and opportunities to reinforce their own learnings. 

Core elements of the Montessori prepared environment- 

The three main elements included in a Montessori prepared environment are the infants and children, the Montessori teacher and the Montessori materials. 

Infants and children- 

Montessori environments have a sense of community. Children are encouraged to become an active contributing member to their classroom while learning care and responsibility. The environment should also be adaptable to meet need for the individual child’s special needs and cultural and socio- economic contexts. 

Montessori environments allow children freedom of choice and provide materials for each child’s individual development. Customising individual learning pathways for each child plus also allowing opportunities for repetition, consolidation, application and extension. 

The Teachers- 

The Montessori teacher’s in the room have many roles including providing a well equipped prepared Montessori learning environment, providing an encouraging children to participate in appropriate and challenging activities. The teachers should I observe while allowing the children freedom when engaging in a chosen activity. Teachers should only assist the child when required while having patience to allow time for the children to participate in a particular activity until there interests are completely satisfied. 

Though the observations, the teachers can easily identified what each individual child needs for their development and what there current interest are. Teachers can then introduce even more challenging and interesting Montessori materials to the child.

Montessori materials- 

Montessori materials have core importance in the Montessori prepared environment. They are generally made from natural or stainable material and are beautiful and interesting to look at. Montessori materials should be displayed on low open shelves from children’s use and are displayed in sequence. 

Montessori materials differ from mainstream plastic materials and toys you might see usually offered to a small child. As Montessori materials have purpose for the child’s use. The materials are designed interaction and manipulation but the user. The materials have precious use, they can extend the child’s concentration and challenging there intellect using ‘control of error’ all while acting as an indirect preparation for future experiences. 

Montessori materials are designed to capture interests in many areas of learning including, language and literacy, mathematics, music and movement, visual arts, craft, performing arts, science and biology, geography, history and world culture. 

Children are given time and space to choose from the provided materials and work with the throughout their daily work cycle. They a few learn from the teacher and their peeps how to handle the materials with care and how to return them to their place once completed, keeping the sense of order and calm. 

Designing the Prepared Environment- 

There are also design principles that need to be followed for the indoor and outdoor environments in a Montessori setting. 

Naturally Government regulations dictate the physical requirements of the premises for early childhood education and care programs this includes the National Quality Framework, local building codes, zoning and health regulations. 

These regulations guide the inclusion of personal care facilities that can be found inside the centre, such as bathroom/lavatory areas along with nappy changing facilities, access to utilities and sleep and rest areas. 

Indoor Environments- 

When designing an indoor environment there are many design principles to consider to allow children and adult to thrive in the Montessori environment. 

Natural Light is an important aesthetic feature of the Montessori environment. Natural light should be provided as much as possible though carefully oriented windows.

Furniture and materials should be scales to a child Height where possible in the environment to allow independent access to the children.

Zoning is another important key aspect. The indoor classroom should be zoned into different learning areas. Separating co flirting areas such as practical food preparation to craft activities. Especially keeping rest areas and toileting areas zoned. 

Grouping- grouping of activities should always be considered in the environment. There should be adequate space for children to focus on their daily work either individually or into a group, without impediment. 

Flexibility should be seen in the indoor environment. Allowing teachers to accommodate evolution and alterations of the changing needs of children.

Outdoor Environments- 

When it comes to designing the outdoor environment in a Montessori setting there are also many principles to consider. 

Zoning should also be carried out within the outdoor environment,  areas should be zoned by activity type, age group capability and landscape character. This can be done easy while keeping the outdoor flow and visual beauty. 

Shade is of course an Important factor for every humans sun-safety and comfort. Safety guidelines recommend that at least 25 percent of the outdoor environment for early childhood education and care programs be shaded either by trees or artificial coverings. Shade should be implemented in many spaces in the outdoor environment. 

Movement in the outdoor space should be easy for children with the use of paths that allow circulation throughout the outdoor environment. Paths or stepping stones should run through the various outdoor areas. While also dedicated pathways and routes should be provided for children to use wheeled toys or small ride ons. 

Outdoor furniture should be provided such as seating in shaded areas so children and teachers can have the opportunity to sit and observe the activities of the environment, also allowing everyone to communicate in a relaxed  outdoor area.

Gross Motor movement should be considered heavily in the outdoor environment to promote gross motor development in all children. These areas should offer opportunities for climbing, riding wheeled toys, running, jumping, sliding and balancing.

Indoor & Outdoor Flow- 

The Montessori Prepared Environment should be integrated to provide all children with equal and unrestricted access to both the indoor and outdoor spaces. 

Space and Security should be provided for both indoor and outdoor environments. Including areas that reflect children’s need for both wide-open spaces where they can run freely and small alcoves into which that they can retreat.

Multi-Levels should also be provided for children in the outdoor environment. Children tend to enjoy climbing to high up spaces, to be able to look down on familiar people and objects. Providing climbing materials like stairs, a ladders, stepping rocks, or balancing beams allowing opportunities for ongoing practice of gross motor skills. While also incorporating features such as raised floor spaces, small balconies or tree-houses in the design of the indoor and outdoor environment, children’s can enjoy being able to vary their visual perceptions and to conduct in gross motor play. 

Children thrive being outdoors so a properly prepared outdoor environment is so crucial for children’s and adults wellbeing. 

Providing and maintaining a beautiful and functional environment for children is so important especially in a Montessori setting and  with all the incorporating elements provided, every part can work together to create this harmonious Montessori prepared environment for children to learn, feel safe, have a sense of well-being and to grow.

 

Mummy R / Montessori education