The "prepared environment" is Maria
Montessori's concept that the environment can be designed to facilitate maximum independent learning and exploration by
the child.
In the prepared environment, there is a variety of activity as well as a great deal of movement. In
a preschool classroom, for example, a three-year-old may be washing clothes by hand while a four-year-old nearby is composing
words and phrases with letters known as the movable alphabet, and a five-year-old is performing multiplication using a specially
designed set of beads. In an elementary classroom, a small group of six- to nine-year-old children may be using a timeline
to learn about extinct animals while another child chooses to work alone, analyzing a poem using special grammar symbols.
Sometimes an entire class may be involved in a group activity, such as storytelling, singing, or movement.
In the
calm, ordered space of the Montessori prepared environment, children work on activities of their own choice at their own pace.
They experience a blend of freedom and self-discipline in a place especially designed to meet their developmental needs.
Montessori "Materials"
In the Montessori classroom, learning materials are arranged invitingly on low, open shelves. Children may choose
whatever materials they would like to use and may work for as long as the material holds their interest. When they are finished
with each material, they return it to the shelf from which it came.
The materials themselves invite activity. There
are bright arrays of solid geometric forms, knobbed puzzle maps, colored beads, and various specialized rods and blocks.
Each material in a Montessori classroom isolates one quality. In this way, the concept that the child is to discover
is isolated. For example, the material known as the pink tower is made up of ten pink cubes of varying sizes. The preschool-aged
child constructs a tower with the largest cube on the bottom and the smallest on top. This material isolates the concept of
size. The cubes are all the same color and texture; the only difference is their size. Other materials isolate different concepts:
color tablets for color, geometry materials for form, and so on.
Moreover, the materials are self-correcting. When
a piece does not fit or is left over, the child easily perceives the error. There is no need for adult "correction."
The child is able to solve problems independently, building self-confidence, analytical thinking, and the satisfaction that
comes from accomplishment.
As the child's exploration continues, the materials interrelate and build upon each
other. For example, various relationships can be explored between the pink tower and the broad stair, which are based on matching
precise dimensions. Later, in the elementary years, new aspects of some of the materials unfold. When studying volume, for
instance, the child may return to the pink tower and discover that its cubes progress incrementally from one cubic centimeter
to one cubic decimeter.
The
Process of "Normalization"
In
Montessori education, the term "normalization" has a specialized meaning. "Normal" does not refer to what
is considered to be "typical" or "average" or even "usual." "Normalization" does not
refer to a process of being forced to conform. Instead, Maria Montessori used the terms "normal" and "normalization"
to describe a unique process she observed in child development.
Montessori observed that when children are allowed
freedom in an environment suited to their needs, they blossom. After a period of intense concentration, working with materials
that fully engage their interest, children appear to be refreshed and contented. Through continued concentrated work of their
own choice, children grow in inner discipline and peace. She called this process "normalization" and cited it as
"the most important single result of our whole work" (The Absorbent Mind, 1949).
She went on
to write,
Only "normalised" children, aided by their environment, show in their subsequent development those
wonderful powers that we describe: spontaneous discipline, continuous and happy work, social sentiments of help and sympathy
for others. . . . An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than
fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery. . . . One is tempted to say
that the children are performing spiritual exercises, having found the path of self-perfectionment and of ascent to the inner
heights of the soul. (Maria Montessori, The Absorbent Mind, 1949)
E.M. Standing (Maria Montessori:
Her Life and Work, 1957) lists these as the characteristics of normalization: love of order, love of work, spontaneous
concentration, attachment to reality, love of silence and of working alone, sublimation of the possessive instinct, power
to act from real choice, obedience, independence and initiative, spontaneous self-discipline, and joy. Montessori believed
that these are the truly "normal" characteristics of childhood, which emerge when children's developmental needs
are met. |
