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The Prepared Environment

The Prepared Environment

The Prepared Environment of materials has been created to encourage purposeful activity and is essential to an authentic Montessori experience.  At each stage of development the physical, emotional, psychological, social and intellectual needs of the children dictates the preparation of the environment.  Stimulation for learning comes from the total environment rather than the teacher.

This environment incorporates outdoor and indoor space.  The two spaces complement each other and are available at all times.  The 0-3 environment is called the Nido or Nest and the 3-6 environment is called the Casa dei Bambini, or House of Children.  The environments provide the opportunity for the child, under the guidance of the directress, to choose from a wide variety of graded materials which he can work through increasing in complexity as his abilities increase.  The space is arranged according to subject area and children are always free to move around the room and to continue to work on a piece of material with no time limit.  Children work at child size tables that they can move themselves or on mats on the floor, wherever they are comfortable.

The indoor environment encourages children’s natural desire for independence and the development of self-esteem.  It has an atmosphere of mutual respect and caring where children develop kindness, courtesy and self-discipline.

The outdoor area is an extension of the indoor with specially prepared materials and the opportunity to care for the garden and develop an awareness of the natural environment.

Both the indoor and outdoor areas are set up to help young children engage in activities that promote

The Role Of The Parent
  • Lengthened concentration
  • Order
  • Independence
  • Exploration
  • Written and oral language skills
  • Understanding of mathematical concepts
  • Refinement of the senses
  • Positive self-concept
  • Co-ordination
  • Movement
  • Creativity
  • Social development

The role of the parent as part of the parent-child-educator team

 

We acknowledge the uniqueness of each child by

  • encouraging reciprocal feedback between families and the school
  • keeping current and accurate records of all children in our care and
  • referring families to appropriate agencies as required.

A positive learning experience requires that the parents and the school share a common view on the purpose of education.  This common view creates the supportive triangle when the parents, the educator and the child are all working together for the benefit of the child.

 

 


Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement,
the image of human dignity, which is derived from a sense of independence.

Maria Montessori


A place of beauty,simplicity and order. A place where they feel secure to trust their own powers.

Maria Montessori


The child who has never learned to act alone, to direct his own actions, to govern her own will, grows into an adult who is easily led and must always lean upon others.

Maria Montessori


A child’s work is to create the man he will become. An adult works to perfect the environment but a child works to perfect himself.

Maria Montessori


Never let a child risk failure until he has a reasonable chance of success.

Maria Montessori


Focus on the child’s needs within the context of family by recognising and responding to the unique influence that a family has in a child’s life; by working in partnership with families in meeting the child’s individual needs.

Maria Montessori


Movement is another of the child’s great acquisitions.

Maria Montessori


The child can only develop by means of experience in his environment.

Maria Montessori