The viewpoint we take as educators is one of the main differences between conventional methods and the Montessori process (whether we are parents, teachers, family members or the myriad of other roles in which adults act as educators to children). The demand for Montessori training online is rising as more and more millennial parents are looking for imparting wholesome education to their children; and the Montessori pedagogy reflects on a comprehensive approach during the developmental years of the kids.
Trying to guide or regulate the process of human development occurs naturally and predictably through the interaction between the infant and the environment; as a result, attempting to do so is at best futile and at worst actively harmful. the importance of studying a child's natural potentials and allowing them to guide their own experiences This does not, however, imply that teachers and parents are inactive and would just sit around to make the kids learn everything on their own.
If development takes place at the point where a child and their environment collide, and the child is perfectly suited on their side, the environment remains the other half of the equation. As educators, the main job is to develop, curate, and sustain an atmosphere in which the child can find all they need, and then to relate the child to that environment. Reputed online Montessori training institute provides a complete idea on the Montessori curriculum and how it helps aids children to grow at their own pace.
Key Aspects of the Prepared Environment
A prepared environment encourages the child to participate in it in a constructive and beneficial way while allowing the adult to observe without intervening. It must therefore be healthy for the child first and foremost, so that they can engage with it individually without an adult jumping in to “rescue” them from possible damage.
It must, of course, provide opportunities for activity and work that are suitable to the child's level: demanding but doable, in order to keep the child's attention and develop them. It must also be pleasing to the child – appealing, even stunning. Finally, it should always have both order and peace, which is what the child needs at all stages of development.
The educator, according to Dr. Montessori, serves as a link between the child and the world, facilitating initial interaction by drawing the child's attention and interest to the environment's interactions and opportunities.
Since the goal of childhood is to adapt – to become the adult of one's time and place – every child is born with an insatiable desire to learn, understand, and imitate the adult. It is the adult's responsibility to translate this enthusiasm for the world to the setting as a role model for how to deal with it.
Setting up the Environment
The method of designing a child's environment is a delicate balance of functional and aesthetic considerations, none of which should be prioritized over the other. When designing an environment, we start with the architectural and physical aspects, such as light and air quality, protection, and hygiene. Of course, this is not special to Montessori, but there isn't anything to say about it. However, we pay more attention than others to aesthetic elements like color and texture, as well as the dimensions of the space: the size and construction of the furniture, the arrangement of objects, and so on, to ensure that the child can move around and do things comfortably.
When designing an atmosphere, one of the most important things we can do is get down to the height of the child for whom the environment is designed and look at it from their viewpoint: can they see the displays without craning their head?
On many levels, order is a truly necessary component of any child's world. We must provide order in their environments to help children build order in their minds: a graded, systemic, and organised arrangement of every aspect of their world. Order provides a sense of security and familiarity to the child by providing points of reference and known sequences. Rather than being frustrated and confused, a child who is comfortable in the order of the world will explore, enjoy greater independence, and have the ability to choose from what is available.
The environment's activities, materials, and equipment should support rather than guide the child's growth. This means that any developmental resources, toys, or activities we have should not be placed on the infant, but should instead appeal to them and entice them with their beauty and functionality.
Finally, the environment's care, order, and harmony reflect the relationship between the adults and children who share the room. It's important to consider what we're expressing to the child by the way we use our power to preserve and alter the space as we exercise it.
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