Prepared Environment Montessori Quotes

We like to create a prepared environment, but do not require participation at a specific time. We have a dedicated learning classroom and choose to spend a specific amount of time in the mornings each day. Lessons come from the interest of the children. We notice their curiosity and create lessons around those interests. It helps to keep 2-6 year olds interested because THEY choose when and what they will learn. Other times of the day are open play in a prepared home. We also keep busy by taking advantage of free community events like library story time

the primary social goal of children (and adults) was to belong and feel significant within their family or social group. Although they are not always conscious of this goal, children constantly adjust their behavior to achieve a sense of belonging (connection) and significance (responsibility and capability).

It is important that we do not provide adult-made models, coloring books or sheets, or prepared "color-in" papers. Never show a child how to draw or paint something—like a flower or a house; the child will often simply repeat and repeat what you have shown. Famous artists like Paul Klee and Pablo Picasso worked for many years to achieve the originality, spontaneity, and childlike qualities that our children all possess naturally. The best we can do for our children is to prepare a beautiful environment, provide the best materials, and get out of the way.

The child, unable to filter out the unnecessary or the disturbing as the adult can, will hear and be affected by every sound and sight. It is important for the child's sense of order, his security, to keep the environment the same for the first year. Planning and preparing the environment ahead of time makes this possible.

General Environment Principles Here are some things to keep in mind when organizing a child's environment. (1) Participation in Family Life: from the first days on invite the child into the life of the family. In each room—the bedroom, bathroom, kitchen, dining room, living room, front hall, and so forth have a space for the child to function. (2) Independence: The child's message to us at any age is "Help me to do it myself." Supporting this need shows respect for and faith in the child. Think carefully about family activities in all areas of the home, and arrange each space to support independence. A twin mattress for the child's bed; a small cupboard, coat tree, or low clothing rod or hook wherever the child dresses or undresses (front hall, bathroom, bedroom, etc.); a stool or bench for removing shoes and boots; inviting shelves for books, dishes, toys. This is a very child-friendly bathroom in a home in Oregon where the mother, a Montessori Assistant to Infancy, had an infant community. 4) Belongings: This brings up a very important point. It is too much for anyone to care for or enjoy belongings when there are too many out at one time. In preparing the home environment for a child, have a place to keep clothing, toys, and books that are not being used. Rotate these when you see the child tiring of what is out on the shelf, in the book display, or toy basket. Have just a few pieces of clothing available to the child to choose what to wear each day, just a few toys that are enjoyed, and only a few favorite or new books. (5) Putting Away & The Sense of Order: "Discipline" comes from the same word as "disciple" and our children become disciplined only by imitating us; just as we teach manners such as saying "thank you" by modeling this for our children instead of reminding, we can teach them to put away their books and toys only by gracefully and cheerfully doing it over and over in their presence.

us who teach Montessori did not receive as children: an environment where open communication,