In the Children's House, children are introduced to various areas within a "prepared environment," as Dr. Montessori called it. Each material has its own place where it can always be found when not in use. Children are introduced to the materials in an orderly sequence and logical progression thus allowing for an environment that the students can manage and in which to feel secure. The classroom is geared toward the children's needs with low shelves, child-sized and movable furniture, mats for working on the floor, and beautiful child-size materials. It is designed to respect and respond to the physical, social, and emotional needs of the child.
There are five main areas in the Montessori prepared environment:
- Practical Life : where the child learns about care for themself, their environment, and grace and courtesy. They are usually introduced first because they give the child opportunities for order and logic. The aim is to help the child develop concentration, independence, and coordination of movement.
- Sensorial : where the child uses materials that deal with the qualities of the world in a concrete way, such as color, forms, textures, etc.
- Language : where the child uses materials that give structure to the language of the child. There are also cultural materials in this area that help enrich the child's vocabulary.
- Mathematics : where the child learns basic addition, subtraction, multiplication and division with materials in a very concrete manner.
- Cultural : where the child learns all about the earth and solar system.
Each of the exercises is preparation for later learning. For example, when a child learns to fold a towel or cloth, it is in direct preparation for geometry. Furthermore, concepts are introduced in a concrete manner, such as the red rods to visually demonstrate length, or the geometric solids to show differences in shapes. Some of the other sensorial materials include the pink tower, touch boards, constructive triangles, binomial cube, and biology cabinet, among others.
Language development includes listening, speaking, writing and reading.
While there are specific language materials, language is an integral
component of the prepared environment at all times. Spoken language
instruction begins with the teacher speaking clearly, responding in full
sentences, and encouraging the child to engage in conversations.
Vocabulary enrichment continues as the teacher names every activity that
she presents as well as introduces basic language in clothing,
transportation, foods, Montessori materials, insects, animals, parts of
the flower, etc. The goal is to help the children become comfortable
sharing ideas and learn to structure their thoughts in a logical way.
Written language begins with an introduction to sandpaper letters to
learn the sounds of language. The movable alphabet helps the children
lay out their thoughts in sequence, and the metal insets help them
develop the muscles of the hand for writing. Reading is introduced
using a phonetic approach and, combined with the sandpaper letters and
moveable alphabet, children begin to read the words they have written.
From there, they progress to phonetic cards, short and long vowels,
phonogram booklets (any combination of letters pronounced together that
create a new sound)
, function of word exercises (learning about verbs,
adverbs, nouns, etc.), and sentence and reading analysis. The classroom
is prepared to encourage the discovery of language and proficient use of
the English language. The added benefit at Montessori School of Waukesha
is the introduction to Spanish that exposes the students to the sounds
and use of another language during this sensitive period.
The mathematics area of the Children's House
classroom provides the environment for the development of the "mathematical
mind," or the aspect of the human brain related to exactness. This quality
of exactness, as Dr. Montessori asserted, enables the child to make progress on accurate observations and it includes order, precision, logic, memory,
concentration, exploration, and reason. There are indirect preparations to
mathematics in the practical life and sensorial areas. In practical life,
there is order when activities follow a sequence and repetition is
encouraged for practice, problem solving,
and exactness of concentration and coordination. In these exercises, the
child experiences volume in pouring, physics of mass in equal distribution
of objects, and geometrical form in folding exercises. In the sensorial
area, the design of the materials helps the child identify and categorize
sensorial perceptions, have experiences in dimension, form, weight, volume,
temperature, and to internalize basic concepts of geometry and algebra
using concrete materials. The more direct mathematical materials are
introduced around age four when the child shows a consciousness to
quantity, awareness of "big and little time," and interest in patterns
and counting. The teacher presents the concept of numbers from 0-10 and
introduces the language of mathematics with materials such as the number
rods, sandpaper numbers, spindle box, number cards and counters, memory game,
and hundred board. Upon readiness, the teacher will then move on to
exercises that teach the concept of the decimal system, showing a concrete
representation of the relationship of each category of the decimal system
and its language, and exercises that prepare for geometry. These
materials include golden beads and colored bead bars; formation of numbers
with beads and cards; collective exercises and stamp game for addition,
subtraction, multiplication, and division; teens and tens boards and beads;
linear counting using bead chains to count beads, squares and cubes. After
these exercises, the teacher then moves onto materials that help with the
memorization of mathematic facts and processes such as the snake game,
addition practice charts, geometric multiplication with bead bars,
multiplication and division board, and bead frame. Fractions are also
introduced with concrete red circle metal insets beginning with simple
sensorial exercises and moving to the abstract work of naming the numerator
and denominator, substitution, addition of fractions, etc.
Through these
exercises and materials, the children grow to understand mathematical concepts
and problem solving in a relaxed, interesting and joyful manner so math
becomes a pleasure rather than a scourge (Dr. Montessori in The Absorbent
Mind). The children develop a firm foundation to continue developing
their mathematical minds, unafraid of challenges and abstract concepts.
Excerpts from Know Your School by Carlyn Wagner.
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