The prepared environment is a central concept in Montessori education. It refers to a meticulously designed classroom that caters to the needs of children and supports their learning process. Everything is arranged in a child-friendly manner to promote independence and autonomy. Materials are organized in a clear and appealing manner to stimulate children's curiosity and self-directed learning. The prepared environment empowers children to take responsibility for their own learning and fosters a lifelong joy of learning.
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Materials
The materials are tailored to the different stages of children's development, enabling them to learn at their individual pace and develop their skills. They are designed in a way that allows children to gain a deeper understanding through hands-on engagement and exploration. A characteristic feature of Montessori materials is their self-correcting function. Children can recognize and rectify their own mistakes without relying on constant correction from the teacher. This strengthens self-confidence and transforms learning into a self-motivated process.
The classic Montessori materials that students encounter include:
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Sensorial materials
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Materials for subject areas: Mathematics, Geometry, Language(s), Biology, Geography, Natural and Human History, Art, Music, Physics, Chemistry
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Materials for practical life exercises
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Experimentation and creative materials
In addition to Montessori materials, there are books and reference works in a library, technical equipment in the scientific areas, as well as artisanal and artistic materials and tools.
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Inspiration
Educators demonstrate the use of learning and developmental materials to students in smaller and larger groups. These demonstrations are exceptionally effective at arousing children's curiosity and willingness to learn. By experiencing and grasping certain concepts, such as the equivalence of the hypotenuse square to the squares of the catheti, children can form a sense of relationships. Learning becomes a process of independent comprehension, enabling autonomous and enduring learning.
A Defined Order
Everything has its place. The rooms themselves are assigned specific functions and sub-areas. Materials of importance to the children are located at their accessible height and are neatly arranged in an open shelving system. There are different shelves for subject areas: one for Language(s), one for Mathematics, Geometry, Biology, and so on. Materials become more advanced from bottom to top. In this structure, children and adolescents can independently delve into content.
They also decide where they want to learn. There are tables, work carpets, reading corners, experimentation tables, and a center: the round carpet. It serves as a meeting point for games, conversations, songs, and communal activities.
Learning Spaces
Children and adolescents don't just learn in group rooms, subject cabinets, the library, or workshops. Even a green classroom in the garden, adjacent parks or forests, the city, its museums, and much more can become places of learning. Educators individually guide children through their learning process and provide appropriate stimuli for topics and projects. This ensures a self-determined learning process and ensures that children continually unfold their potentials.